THE CONSIDERATION OF METALINGUISTIC CONSCIOUSNESS OF A MULTILINGUAL PERSONALITY IN TEACHING A SECOND FOREIGN LANGUAGE

Metalinguistic consciousness plays a key role in the process of mastering a second foreign language by a multilingual person. Metalinguistic  consciousness can be understood as the  ability of an individual  to make interlingual comparisons beyond the direct use of language. Taking into account the research of metalinguistic

consciousness allows us to better understand the mechanisms underlying the learning of a second foreign language, thereby improving the methodology of teaching a second foreign language.

The purpose of this article is to analyze the influence of metalinguistic consciousness of a multilingual person on the process of mastering a second foreign language. The work considers the cognitive strategies used in the course of learning a new foreign language, as well as the influence of the individual's previous language experience on the formation of these strategies. In particular, the relationship between already mastered languages and the effectiveness of mastering a new foreign language is investigated.

The authors highlight the key components of metalinguistic consciousness: language reflection, language awareness, the ability to self-correct, and interlingual comparisons. The influence of multilingualism on the study of several foreign languages and the influence of the cultural context on the development of linguacultural competence are also considered.

The article presents data from empirical studies that confirm the hypothesis that multilingual individuals demonstrate a higher level of metalinguistic consciousness compared to monolinguals, which contributes to more effective acquisition of a second foreign language.

The conclusions of the work emphasize the importance of developing metalinguistic skills in the educational process, especially in the context of multilingual education. Furthermore, the practical significance of the study lies in the possibility of creating more adapted methods of teaching foreign languages that take into account the multilingual experience of students.

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