DEVELOPMENT OF LEXICAL SKILLS USING THE REFLECTIVE APPROACH

Abstract

The article is devoted to the problem of the formation of lexical skills in students of the second stage of general secondary education and the development of their reflexive skills. Based on the concept of metacognitive scaffolding, which determines the step-by-step development of students' ability to independently analyze and regulate the process of learning educational material, the work focuses on the use of strategies of a reflexive approach to the formation of lexical skills in a set of educational tasks: )a) integrated implementation of the algorithm of reflexive learning (self-monitoring, self-analysis, self-assessment and self-correction of learning outcomes) and (b) formation of students' readiness to put themselves in a reflexive position. Special attention in the study is paid to the development and testing of reflexive tasks in the sixth grade in a general secondary education institution. The results of the experimental verification of the developed set of exercises prove the effectiveness of the proposed method of teaching English vocabulary using reflexive tasks.