THE IMPORTANCE OF METACOGNITIVE PRINCIPLES IN IMPROVING ENGLISH LANGUAGE PROFICIENCY OF PRE-SERVICE ENGLISH TEACHERS

Abstract

This article analyzes the pedagogical significance of metacognitive principles in improving the English language proficiency of pre-service English teachers. The study highlights the role of metacognitive approaches in developing students’ ability to consciously manage their learning processes, apply effective learning strategies, and become autonomous language learners. Particular attention is paid to the future professional activity of English teachers and the importance of using metacognitive strategies in teaching school students. The article discusses such metacognitive components as planning, monitoring, reflection, conditional knowledge, and evaluation with reference to modern pedagogical and psychological research. Practical recommendations and a metacognitive learning framework are also proposed.