Metacognitive knowledge in teaching reading in English to engineering students: role, components, and ways of development

the article focuses on the issues of self-organization and self-instruction of engineering students in the process of studying a foreign language, in particular, training in foreign language reading, key component of foreign language communicative competence. The article discusses the approach to teaching foreign languages associated with achievements in the field of metacognitive study. The metacognitive approach is relevant for lifelong education since it is aimed at developing students' ability to independently assess and regulate their cognitive sphere development during their studies at the university and in their future professional activities. This article defines the role of metacognitive knowledge as a basis for applying metacognitive and cognitive strategies, as well as components of metacognitive knowledge in teaching foreign language reading at a university level: person/self knowledge, task knowledge, and strategy knowledge. The methods for using metacognitive knowledge in teaching foreign language reading to engineering students (discussion, questionnaires, questions for reflection, memos, etc.) are presented. The article provides examples of these application methods in teaching scanning reading.