Liudmyla Tsarova, Svitlana Muravska METACOGNITIVE LISTENING COMPREHENSION INSTRUCTION FOR DEVELOPMENT OF PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE INTERNATIONAL AIR TRANSPORTATION MANAGERS

Abstract

Abstract. It is important for higher education students to be aware of how to influence their thinking, psychological reactions and learning. Metacognition, its strategies and instructions can help with all mentioned above. Thus, a higher education student should have metacognitive skills that are formed mainly in the social environment, but significantly depend on the psychological traits of the individual. A number of studies prove that the creative and effective use of metacognitive instructions by higher education students helps them achieve significant success in learning English for Professional Purposes (EPP).

When learning a foreign language, awareness of metacognitive knowledge, strategies and instructions are critical for the effectiveness of language acquisition. Students' self-estimation and self-regulation gradually increase through the comprehensive use of the entire spectrum of metacognitive tools. Along with the collective experience, the use of metacognitive instructions is automated and improved, which significantly affects the overall success of the learning process, in particular learning to listen to professional English messages. Metacognitive instructions encourage higher education students to choose the most effective approaches to planning the listening process, monitoring and evaluating the results, with subsequent analysis and selection of successful ways of the listening. The teacher's task is to inform students about the entire spectrum of metacognitive instructions, strategies and perspectives, focusing on metacognitive knowledge (taking into account personality characteristics, setting tasks, choosing strategies to achieve them) and strategic approaches (planning, monitoring, evaluation). Seeking the effective result of listening training involves the integration of these elements into the educational process. For example, reflection after listening reveals students' mental activity while listening to a foreign language message and increases motivation to choose more effective metacognitive instructions and strategies.

The inclusion of metacognitive listening instructions on a regular basis will contribute to the development of creativity and independence of higher education students in the process of learning EPP. At first glance, simple metacognitive instructions, in the process of comprehensive application, give an impressive result. The variability and repeatability of instructions form the metacognitive thinking, develops professional communicative competence of future international air transportation managers.