METHODOLOGY FOR ORGANIZING THE REFLECTION STAGE IN FOREIGN LANGUAGE LESSONS

Abstract

Abstract. The problem of professional training of future foreign language teachers is one of the most important in pedagogical education. A school teacher must truly be a researcher: able to analyze, generalize their own experience and the experience of the best teachers, possess skills in psychological research of child’s personalities, creatively use the methodological heritage of the past and the achievements of modern methodology. One of the effective ways to improve the quality of education, both in school and university, is the proper organization of the reflection stage in foreign language lessons. The purpose of this article is to describe both theoretical and practical, and analyze the methodology for organizing the reflection stage in foreign language lessons in a secondary school. The study analyzes various viewpoints on the definition of the concept of “reflection”, considered by scientists of philosophy, psychology, and pedagogy, and proposes the author’s definition of reflection from the point of view of methods of teaching foreign languages. Reflection on the purpose of implementation is described: reflection on the mood and emotional state of students, reflection on the assimilation of the content of educational material by students, reflection on the form of student activity. The practical application of the reflection stage in foreign language lessons is proposed based on the use of such techniques as “Color Test”, “Emotional-Artistic/Musical Minute”, “Plus, Minus, Interesting”, “Reflective Screen”, “Wise Owl”, “Method five fingers”, “Do you know phraseological units?”. The use of reflection techniques in a foreign language lessons makes the language learning process more effective and interesting, helps to increase learning motivation, and the comprehensive development of the personality of each student.