METACOGNITIVE STRATEGIES IN THE PROCESS OF FOREIGN LANGUAGE ACQUISITION (FL2) AS A FACTOR OF PRAGMATIC (RE)SOCIALIZATION OF STUDENTS

Relevance. Various aspects of second language acquisition (FL2) as well as of sociocultural competence are interrelated processes of students' development, which happen in their daily routine activities. In these contexts, students gain experience in interpreting, negotiating, and indexing meaning by co-constructing different types of sociocultural identities and attitudes. The results of pragmatic socialization demonstrate a highly social and contextual focus against the background of traditional interlanguage pragmatics and invite researchers to take a different look at the interactive nature and social functions of learner's pragmatic language processing behavior deeply embedded in a rapidly changing multilingual world. The purpose of this article is to review, analyze and give some examples of metacognitive learning strategies in teaching English as FL2 and to identify the impact of their use on students' capacity for pragmatic (re)socialization in the process of self-regulation during the study period. Metodology. To write the article, methods of theoretical analysis and generalization and elements of empirical research were used, including the results of the author's observation and analysis of individual cases, as well as the experience of cross-cultural observation and comparison. Results of research show that when it comes to training the development of a metacognitive approach to learning helps students to develop not only cognitive abilities, but also opportunities for more flexible social behavior, which contributes to solving the problem of (re)socialization in an unfamiliar community (for example, in the period of forced immigration during war conflicts), and does not interfere with the achievement of educational or life goals. Conclusions. Hence, the author comes to the conclusion that the effects of designing a metacognitive approach to learning due to different types of development of students’ cognitive and communicative skills in the process of learning a foreign language on their pragmatic (re)socialization is evident.