Forming cognitive culture of bachelor students during foreign language learning

Introduction. Modern information-based society puts forward the issues of obtaining, mastering, processing and understanding knowledge as a product of intellectual activity. Involvement in various types of information activities forms cognitive culture, and the up-to-date strategy of foreign language education is associated with disclosing the intellectual-forming potential of teaching, educating and helping students develop through the means of the studied language. The study aims to identify the pedagogical conditions which, through foreign language education, form cognitive culture as a key component of the intellectual personal culture of future teachers. Materials and methods. Methodologically, the study was based on the concepts of cognizant mental principle and activity, of the intellectualization of professional education, and of developed personal and intellectual culture, as well as on individual, environmental, personal-activity, communicative-cognitive, and technological approaches to developing rational and cognitive thinking and developing mental labor culture. Research methods: analysis of psychological, pedagogical and methodological literature on the research topic; qualitative and quantitative analysis of the empirical material, methodological data interpretation. Research results. The study revealed theoretical and empirical grounds for pedagogical conditions and for technological and diagnostic tools which form cognitive culture of bachelor students learning a foreign language. The former are related to the manifestation, development and regulation of intellectual skills (mental activity, intellectual search personality qualities, information behavior, criticality and logical thinking), of cognitive style (individual ways of processing information, rationality and reflexivity, flexible cognitive control), and of mental experience (intellectual maturity, ability to positively transfer knowledge, skills and competences). Conclusions. In university students, cognitive and metacognitive abilities for further inclusion in the authentic socio-cultural and professional context of life are developed through modeling, contextual, and socially oriented educational technologies that possess the characteristics of problem-based learning.