Metacognitive Strategies in Foreign Language Learning

The significance of the examined problems is caused by the need to improve the functional approach to understanding the link between metacognitive strategies acquisition and their value and impact on foreign language learning. The work contains the comparison of approaches of Russian scientists and foreign researchers on this problem. Also it comprises information about different requirements that authors put forward according to metacognitive strategies, their choice and application; the classification of learning strategies and particularly classification of metacognitive strategies; and research approaches related to the metacognitive strategy development. The leading goal set by the authors was to create a model of metacognitive strategy development during foreign language learning, to identify its principles, methods, approaches to its proper functioning, criteria and indicators which are able to effectively assess the level of metacognitive strategy development and use foreign language as a basis to fulfil created model. Article submissions may be useful in lecture courses on language teaching, developing a curriculum on teaching a foreign language as well as to apply to language lessons either during teaching or learning it.