MENTAL SIMULATION SELF-REFLECTION TASKS FOR INCREASED LEARNING OF ENGLISH

Nataliia Tarasiuk

doi:10.23856/5918

Nataliia Tarasiuk National University of Water and Environmental Engineering https://orcid.org/0000-0003-4514-6911

Keywords: self-reflection, mental simulation, cognitive skill, exploratory behavior, executive function.

Abstract

The notions of mental simulation and self-reflection have become established in neuroscience. Numerous line of research suggest that mental simulation and self reflection promote enhanced learning in general, specifically foreign languages. Our study explores and discusses these notions for their deeper understanding. The research encompasses smooth simulation with negative outcome and challenging simulation with positive outcome. The paper demonstrates mental simulation self-reflection tasks in correlation with cognitive skill planning. They are embedded within such specific conditions for inducing exploratory behavior as error-approach instruction, tasks with complex and dynamic decision-making characteristics, specific stimulus information (what, when, where) in life situations and peer feedback. The following methods have been used: theoretical methods (analysis, interpretation and generalization), empirical methods (observation). The author provides an example of mental simulation self-reflection tasks with and without problem-solving case study within conditions for exploratory behavior for the topic “Planning a trip to Canada”.

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