Published March 31, 2026 | Version v1
Book chapter Open

Projective-recursive technology as a predictor of efficiency in English language teaching

Authors/Creators

  • 1. ROR icon Simon Kuznets Kharkiv National University of Economics
  • 2. V. N. Karazin Kharkiv National University
  • 3. ROR icon Kharkiv National Automobile and Highway University
  • 4. Kharkiv National Univerity of Radio Electronics
  • 5. ROR icon Kharkiv National University of Radio Electronics

Description

The work is devoted to the analysis of intellectual resources of projective-recursive technology in teaching English.

The authors highlight the essential dimensions and basic characteristics of metacognitive activity: planning, cognitive monitoring, control as mechanisms for regulating intellectual activity by subjects of foreign language learning. The importance of the active position of education seekers in the areas of monitoring and control of knowledge and skills of learning English is emphasized. The role of recursive mechanisms in organizing thought-speech patterns and ensuring productive feedback in bilingual communication situations is substantiated. The experience of using projective-recursive technology in teaching English metacognitive schemes of various types in teaching English is presented: schemes of grammatical sequence, conceptual, algorithmic and mental schemes. The effectiveness of the use of metacognitive schemes in the logic of projective-recursive technology of teaching English has been proven.

Files

978-617-8360-24-5-chapter-10.pdf

Files (4.5 MB)

Name Size Download all
md5:a1a294f7a3442e0336e12d79a1f6f541
4.5 MB Preview Download

Additional details

Dates

Available
2026-03-31

References

  • Tokareva, N. (2018). Genesis of the Logico-Semantic Organization of Adolescents Speech in the Post-Nonclassical Perspective of the Contemporaneity. Psycholinguistics, 24 (1), 343–359. https://doi.org/10.31470/2309-1797-2018-24-1-343-359
  • Yao, J., Zhang, F., Li, H. (2019). Research on the Optimization of Oral English Teaching in Junior High School in the Environment of Man-machine Dialogue. Journal of Language Teaching and Research, 10 (5), 1047–1054. https://doi.org/10.17507/jltr.1005.18
  • Angelini, M. L., García-Carbonell, A. (2019). Developing english speaking skills through simulation-based instruction. Teaching English with Technology, 2, 3–20.
  • Tokareva, N., Tsehelska, M. (2020). Metacognitive Schemes as a Tool for Teaching English to Young Learners: Psychological Discourse. Revista Romaneasca Pentru Educatie Multidimensionala, 12 (4), 53–71. https://doi.org/10.18662/rrem/12.4/333
  • Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41 (1), 10–24. https://doi.org/10.1037/h0086854
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906–911. https://doi.org/10.1037//0003-066x.34.10.906
  • Borkowski, J. G., Chan Lorna, K. S., Muthukrishna, N.; Schraw, G., Impara, J. C. (Eds.) (2000). A process-oriented model of metacognition: links between motivation and executive functioning. Issues in the Measurement of Metacognition. Lincoln: Buros Institute of Mental Measurements, 1–41.
  • Nelson, T. O. (1990). Metamemory: A theоretical framewоrk and new findings. The psychоlоgy оf learning and mоtivatiоn. New Yоrk: Academic Press, 26, 125–173. https://doi.org/10.1016/s0079-7421(08)60053-5
  • Vatan, Yu. P. (2022). Structure and nature of metacognitive activity. Scientific Bulletin of Uzhhorod National University. Series: Psychology, 3, 10–14. https://doi.org/10.32782/psy-visnyk/2021.3.2
  • Azevedo, R. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning, 15 (2), 91–98. https://doi.org/10.1007/s11409-020-09231-x
  • Tarricone, P. (2011). The Taxonomy of Metacognition. London: Psychology Press, 288. https://doi.org/10.4324/9780203830529
  • Coyle, D., Hood, Ph., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009024549
  • Tsehelska, M. V. (2016). Cognitive strategies to enhance Еnglish language teaching in Ukraine. Filolohichni studii. Naukovyi visnyk Kryvorizkoho derzhavnoho pedahohichnoho universytetu, 14, 318–326.
  • Anisimov, A. V. (1988). Informatika. Tvorchestvo. Rekursiya. Kiyv: Naukova dumka, 224.
  • Cleeremans, A., Achoui, D., Beauny, A., Keuninckx, L., Martin, J.-R., Muñoz-Moldes, S. et al. (2020). Learning to Be Conscious. Trends in Cognitive Sciences, 24 (2), 112–123. https://doi.org/10.1016/j.tics.2019.11.011