Formation of effective models of goal-setting activities in the practice of foreign language training of the students of higher education institutions

Domestic and foreign researchers pay great attention to the study of psychological and pedagogical features of students’ setting life and educational goals and factors contributing to their initiation. The continuing interest in this issue is explained by the paradigmatic transformations in Russian society and domestic education aimed at forming a person who is able to find the optimal vector of personal development and maximize individual creative potential in a dynamically changing society. This article considers the current problem of forming effective models of goal-setting activities in teaching a foreign language at a university, representing different ways of organizing joint activities of a teacher and students. The purpose of the article is to clarify the idea of goal-setting as a process contributing to the formation of the subjective position of participants in the educational space, to show the role of goal-setting as a basic and effective component in the structure of educational activities of higher education students in the process of teaching a foreign language. The paper argues that the method of goal setting determines the role relationship of participants in joint activities, allowing us to consider the content of the goal as a characteristic of educational practice and an action program. The paper examines various models of joint activities that help students build a personal educational trajectory, which is a common effort of all participants of the educational process, where students identify and reflect on their goals and objectives, methods and sources of self-development and selfeducation. The article emphasizes that a new understanding of the relationship between a teacher and students aimed at overcoming the dominance of a teacher and increasing the creativity and independence of a student does not exclude episodes of authoritarian inclusion of a teacher in the educational process, which indicates the need for a balanced relationship between participants in the educational space, taking into account the principle of complementarity. The article concludes that it is necessary to study different methods of goal setting and search for mechanisms for co-organizing approaches and models of goal-setting activities, allowing them to be adapted in the process of teaching a foreign language at a university.

goal, goal-formation, joint activities, models of joint activities, dialogue, reflection