Students’ cognitive independence formation in foreign languages teaching process at the university

Abstract

The analysis of Federal Educational Standard (FES) requirements of generation 3 in training course “Linguistics” to the level and contents of Bachelors – future linguists professional training, brings to the conclusion on the need of modernizing the foreign language study process at the university in the context of meta-substantive results achievement in education, expressed in development in graduates their preparedness to intercultural communication, formation of multipurpose academic activities, capability to self-education and foreign language study in course of their lives. The given objectives may be achieved by development of essential aspects of cognitive development in students by means of foreign language, manifested in cognitive independence formation in students, ensuring their social adaptivity and academic mobility. The article is prepared on the basis of scientific research analysis, conducted by domestic and foreign scientists in the sphere of personality development theory in educational and communicative activities, foreign languages theory and methodology learning in university. To solve the set objectives, the authors used the following scientific and pedagogical research methods: observation, testing, аnalysis, interpretation, consolidation, experiment, statistical methods of processing the results. The given research results lie in identifying the informative detalization of cognitive aspect of foreign language learning and in development of personality-educating methodology, targeted to cognitive independence formation in students in process of education on foreign language in university. The presented results show that implementation of cognitive aspect of foreign language learning within the margins of developed methodology stipulates the achievement of the set objective and support of proposed hypothesis on efficient development of cognitive independence in students as their social adaptivity and academic mobility factors. The developed by the authors informative detalization of cognitive aspect of foreign language learning and development of personality-educating methodology, stipulating cognitive independence formation in students, compose practical meaningfulness of this research.