PSYCHOLINGUISTIC FOUNDATIONS OF FORMING LEARNER AUTONOMY IN STUDENTS
This article examines the psycholinguistic foundations of developing learner autonomy among students. The study analyzes the
relationship between language and cognition and highlights the role of neuro- and psycholinguistic mechanisms in the language
acquisition process. Particular attention is paid to cognitive and metacognitive strategies, vocabulary development, and the
acquisition of qualitative adjectives as essential components of learners’ linguistic and cognitive growth. The article emphasizes
the importance of self-regulation, goal setting, planning, monitoring, and self-assessment in fostering learner autonomy. Using
the GOAL methodology as an example, the effectiveness of implementing metacognitive strategies in the educational process is
demonstrated.
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