METACOGNITIVE STRATEGIES IN THE MULTILINGUAL EDUCATIONAL PROCESS

Th???? article discusses topical issues related to the specifics of the multilingual educational process and the need to build an educational process based on the formation of the cognitive activity of multilingual students. The purpose of the study is to determine the role and essence of metacognitive strategies helping multilingual students to manage their educational activities and the strategies for educational and cognitive activities (comparison, transfer and switching) in the process of colearning several foreign languages. As a result of the study, it was determined that metacognitive strategies for managing educational activities coordinate the process of mastering multilingual communicative competence and the functioning of its key competencies (linguistic, sociocultural, speaking) in general, and the level of mastery of the phonetic, lexical and grammatical sides of speech, in particular. Metacognitive strategies of educational and cognitive activity transfer multilingual learning to another plane associated with the mental processing of new language information. We consider metacognitive strategies for comparing, transferring and switching in a multilingual educational process as a tool for activating cognitive resources of students, as methods and techniques for performing language and speaking tasks when learning a second/third foreign language, which contribute to a more successful perception, understanding, memorization and reproduction of new language and cultural information. In this regard, it can be concluded that the process of co-learning several languages includes a certain sequence of mental operations performed by a multilingual learner, for example: observing and identifying new lexical units or grammatical phenomena, recalling existing knowledge in the native, first or second foreign language, hypothesizing the meaning of the lexical unit or function of the grammatical phenomenon, forming an idea of it, identifying a grammatical rule or creating an associative lexical base, as well as further activities on the application of new lexical and grammatical material. All this determines the presence of specially selected content and the typology of tasks and exercises during multilingual training.