Release:2018, Vol. 4. №1
About the author:Olga B. Ulyanova, Cand. Sci. (Philol.), Associate Professor, Department of the English Language, University of Tyumen; eLibrary AuthorID, email@example.com
This article addresses the problem of improving speaking skills via applying meta-linguistic strategies among bachelor students in a higher educational environment, managed by a tutor. The research is conducted in the form of an experiment with reference to such notions as intercultural communicative competence, meta-linguistic skills, problem-based learning, and critical thinking. The aim of this study is to apply meta-linguistic strategies in the process of foreign language teaching and learning. Meta-linguistic approach relies on such methods as task-based learning, critical information perception, creative approach, and collaboration. Students are to implement their meta-linguistic knowledge and skills to improve their ability to communicate, to master monological and dialogical speech, discussion, presentation, and critical commentary skills. An overview of the data of the Council of Europe and research by contemporary scholars shows that outside the real intercultural environment students need to have not only the knowledge of a language itself, but also the knowledge about the language, social collaboration, and their own cognitive abilities. The strategies of analytical perception of linguistic, social, and cognitive information will help to overcome the existing difficulties in learning to speak and will be of interest to both students and teachers. The strategy for increasing the efficiency of speaking skills is based on the students’ understanding of the components of intercultural communicative competence and their meta-linguistic skills. As a result of the experiment, we come to the conclusion that practical application of meta-language and universal meta-methods allow us to expand the volume of processed, reproduced and produced information, move from basic thinking to higher order thinking skills, expand the ability to memorize information, and facilitate the transition from teaching to learning.