DEVELOPMENT OF SELF-REGULATION SKILLS IN FOREIGN LANGUAGE LESSONS IN SECONDARY SCHOOL
This article is devoted to the problem of developing self-regulation skills in the framework of teaching a foreign language in secondary school. Despite the obvious importance of self-regulation skills in modern society, which is characterized by continuous crisis phenomena, there are no systematic methodological materials focused on the development of these skills in the practice of teaching foreign languages. The development of self-regulation skills plays an important role at any stage of education. Secondary school students especially need the development of self-regulation skills, since at this age students go through a large number of stages that require the regulation of feelings, actions and emotions. In the framework of foreign language lessons various teaching methods and tools can be used to develop self-regulation. A high level of development of self-regulation skills ensures the effectiveness of the development of students’ subject and meta-subject skills, allows them to successfully enhance their foreign language communicative competence. The practical significance of the study of the dynamics of the development of self-regulation skills in secondary school students lies in the possibility of applying the results of the study by teachers in the pedagogical process.