EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL

The purpose of the article is to prove theoretically and check experimentally effectiveness explicit models for language learning strategies based on instructions in process professionally oriented English communication. hypothesis research implies that level professional communicative competence will increase case combining such as “top-down” “bottom-up” while study employed mixed design method quantitative (Likert’s scale, Bespalko’s coefficient, Fisher’s criterion) qualitative (interpretation questionnaire results) methods. levels using are defined by results conducted survey 116 pre-service teachers Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One conditions experimental a sequence stages applying two strategy instruction teachers’ Findings. control test at final step experiment have confirmed variants analysis training has shown formation B2, well significant participants’ knowledge, skills abilities foreign strategies. Implications practice. Combining contributes more effective assimilation expansion repertoire improves pre-school university level.