STUDENTS' COGNITIVE ORIENTATION TO LEARNING A FOREIGN LANGUAGE: AN ANALYSIS THROUGH THE LENS OF SCIENTIFICAL APPROACHES

Abstract

The article explores the issue of cognitive orientation in university students during foreign language learning through an interdisciplinary approach. Cognitive orientation is conceptualized as a holistic psychological and pedagogical construct that integrates motivational, emotional, cognitive, behavioral, and value-related components. It is emphasized that cognitive orientation plays a crucial role in the effective acquisition of knowledge, the development of foreign language competence, and the overall professional growth of the individual. Special attention is given to the complex and multidimensional nature of cognitive orientation as a key factor influencing academic success and students' professional formation. The theoretical foundation of the study encompasses psychological, cognitive, activity-based, pedagogical, and sociocultural approaches. The research aims to define the structural content of students’ cognitive orientation in the context of foreign language education and to identify the factors that contribute to its development. The methodology involves the analysis and synthesis of scientific literature, the comparison of theoretical approaches, and the classification and systematization of existing views, which collectively enable the formulation of a comprehensive understanding of the problem. The findings indicate that students’ cognitive orientation is shaped by a combination of psychological mechanisms (motivation, self-esteem, confidence), cognitive strategies (metacognitive regulation, individualized learning), active engagement in learning activities, pedagogical design of the educational process, and the sociocultural environment (e.g., use of authentic materials and intercultural communication). The study concludes that cognitive orientation is a multi-component formation that significantly impacts the effectiveness of the educational process. Future research should focus on designing and implementing pedagogical conditions that foster its development in the context of foreign language learning.