DEVELOPING THE ABILITY TO EMOTIONAL REFLECTION WHEN LEARNING A FOREIGN LANGUAGE IN THE INCLUSIVE CLASS OF A SECONDARY SCHOOL

Abstract

The article analyzes the concepts of "emotional intelligence", "emotional reflection" and highlights the specifics of their formation in the process of learning foreign languages. The authors justify the importance of the formation of the mentioned soft skills in modern long-term stressful conditions (coronavirus pandemic, military aggression of the Russian Federation) for education and life in the world in general and in Ukraine in particular. Emotional intelligence is positioned as one of the foundations of a person’s well-being and success in life. The relevance of the research topic is also evidenced by the tasks of domestic and European education reflected in the State Standard of Basic Secondary Education and the European LifeComp Competence Framework. Special attention in the article is devoted to the characteristics of the means and tactics of forming the ability to emotional reflection. One of the central elements of work on emotional intelligence is the Corner of Emotions, as a means of informing students and engaging them in a wide range of learning and educational activities. The Add emotion technique allows to integrate ordinary language and speech exercises on studying vocabulary, grammar, learning writing, reading, listening and speaking with exercises for the formation of the ability to emotional reflection. The result of a complex and systematic approach to the formation of the ability to emotional reflection is the implementation of Emotion of the day tactics. The article also characterizes a number of signals that can be used for current and final emotional reflection in foreign language lessons and methods of working with them. The emotional sphere of students with special needs requires a particularly balanced approach and the use of specific tactics. The River of emotions is a tactic of a long term and systemic mechanism, which at the same time is a tool for motivating students of the inclusive class to study, communicate with peers, and personal development. The question of the development of emotional reflection remains relevant and has wide prospects of investigation.