THE POTENTIAL OF METACOGNITION AND STRATEGY INSTRUCTION IN FOR-EIGN LANGUAGE LEARNING

Abstract The article examines the potential role of strategy instruction in the context of foreign language learning (English language), as it defines the nature, aims and types of foreign language learning strategies and more particularly metacognitive strategies and their significance in the process. Various classifications of foreign language learning strategies are presented, as well as specific test-taking strategies that could facilitate learners at language proficiency exams. The learners’ part in strategy instruction is briefly outlined, as the purpose of the latter is to stimulate their active participation and independence in learning.