Developing Students’ Cognitive Orientation in Foreign Language Learning: Organizational and Pedagogical Aspects

Abstract

The article addresses the issue of developing university students’ cognitive orientation toward learning a foreign language in the context of a modern educational environment characterized by the active implementation of information and communication technologies (ICT). The relevance of the research problem is determined by the factors presented in the study, namely: the necessity for university students to master a foreign language as part of their professional training; the widespread use of English-language scientific sources and materials in the learning process; requirements for participation in academic mobility programs, which assume a language proficiency level of at least B2; the importance of English for career prospects; the development of cognitive abilities, memory, creativity, and mental flexibility through learning foreign languages; the influence of socio-political factors (the Russian-Ukrainian war, internal migration, Ukraine’s integration processes into the EU and NATO) on students’ motivation; as well as the need to improve learning efficiency through the development of cognitive orientation and the active use of ICT in practical classes.
The essence of the concepts of «cognitive orientation» and «organizational and pedagogical conditions» is revealed through various scientific approaches. Types of cognitive orientation are outlined. The study applies a range of general scientific methods, including analysis and synthesis, comparison, generalization, classification, systematization, scientific abstraction, induction and deduction, and abstractlogical reasoning, to examine the fundamental principles of university students’ cognitive orientation. The main organizational and pedagogical conditions that contribute to the effective development of students’ cognitive orientation in the process of learning a foreign language using ICT have been developed.