THE MAIN PECULIARITIES OF A MODEL OF A GOOD LANGUAGE LEARNER IN THE CONTEXT OF PROFESSIONALLY DIRECTED EXPERTS’ TRAINING

The article is devoted to a current model of the learning processes of successful language learners in the context of using learning strategies: metacognitive, cognitive and social-affective learning strategies. It incorporates the major theoretical categories described by various scientists in over more than thirty year of research. The model of the Good or Expert Language Learner (GLL) presented in the research, called Learner Self-Management (LSM), is an interactive one in which there is continual interaction between the learner's control mechanism (here termed procedures, but often called metacognitive strategies) and the learner's knowledge and beliefs. LSM refers to the ability of a learner to deploy procedures and to access knowledge and beliefs in order to accomplish successfully learning goals in a dynamically changing education environment. Within LSM, five procedures have been outlined: planning, monitoring, evaluating, problem-identification/solving, and implementing. Whereas, knowledge and beliefs consists of five components: task knowledge, self-knowledge, beliefs, background knowledge, and strategy knowledge. The historical aspect of the definition of the GLL has been investigated, much of which involves defining the learning strategies (metacognitive, cognitive and social-affective) he/she uses. As a result of thorough analysis of special pedagogic and linguistic literature, the concepts of a good language learner and a model of a good language learner in the context of professional training of future experts have been revealed; the nomenclature of learning strategies for effective foreign language acquisition (metacognitive, cognitive and social-affective learning strategies) has been outlined; some of the main characteris¬tics of expert learners have been described (well-developed procedures; depth of knowledge and facilitating beliefs; productive interaction between procedures and knowledge; flexibility; adaptiveness; contextualized knowledge); some current issues that need to be researched to extend the understanding of the model of the GLL have been sketched.