FORMATION OF META-SUBJECT RESULTS IN TEACHING A FOREIGN LANGUAGE

The modern system of national education, developing in the competence paradigm, puts on the agenda the issue of the need to form students' communicative skills that belong to the category of key competencies of a metasubject nature. The article discusses the methodological features and pedagogical conditions for the formation of metasubject skills of schoolchildren in foreign language lessons. An attempt is proposed to determine the characteristics of the metasubject approach, including a complex of personality traits that provide the student with the ability to act in a given communication situation at the level determined by the age-related psychological characteristics and the possibilities of the social experience of a younger student. The aurhors used the following research methods: by means of the study and generalization of pedagogical experience and the survey method, the communicative, regulatory - behavioral and motivational characteristics of a younger student, which must be taken into account when introducing pedagogical technologies focused on meta-subject results in foreign language lessons, are concretized, The analysis of the real practice of educational activity is aimed at establishing a set of features of the pedagogical support of the metasubject approach within the framework of the "Foreign language" discipline in primary school. Based on the analysis of scientific literature on the problem of research and empirical experience, a number of strategies have been identified that ensure the effective implementation of meta-subject results in younger students in foreign language lessons.


INTRODUCTION
The 21st century society is characterized as a knowledge society or an information society where information is the key element of production and, undoubtedly, has the highest economic value in modern conditions of globalization. Knowledge, independent acquisition and processing of information is becoming less and less the prerogative of school education: competitiveness in the modern labor market means mastering and handling unique knowledge. [1] The ability to learn (self-education) is a necessary factor in personal growth and a guarantee of subsequent professional demand. This postulate defined the concept of "Lifelong learning" of UNESCO World Report «Towards Knowledge Societies» [2], in which one of the key competencies is the LEARNING-TO-LEARN competency. Modern realia and technological progress determine the failure of the traditional model of education, where the teacher conveys existing knowledge, and the student in their turn is a passive object of learning. The rapid obsolescence of knowledge shows that the ability to learn and critically comprehend the huge amount of information available is a necessary skill of a modern individual.
Designed in 2010 the second-generation federal state educational standard identifies personal and meta-subjects results as key learning outcomes (along with traditional subject ones). [3] Under meta-subject results we understand the universal learning activities (ULA) mastered by students, providing mastery of key competencies that form the basis of the ability to learn, and intersubject concepts.
In our practice of teaching a foreign language in elementary school, we refer to the Federal State Educational Standard, in which meta-subject educational results are universal methods of activity -cognitive, communicative, standards-compliant, applicable both in the educational process and in solving problems in real life situations. At the same time, Federal State Educational Standards (FSES) of primary general education determines only the requirements for the planned learning outcomes of primary school students, but does not formulate the learning outcomes themselves. The last are indicated in the basic educational curriculum of primary general education, which presents: basic skills (66) such as 1) identity (13); 2) standards-compliant (9); cognitive (15); 3) communicative (10); 4) reading comprehension (19), as well as ones with advanced skills (44) -"the graduate will have the opportunity to learn". Thus, by the end of primary school, primary school students should have about 66 to 110 skills.
The purpose of the experimental part of the work is to determine the degree of formation in primary school students of the skills and abilities proposed by the Federal State Educational Standard. [4] The special interest of our study is aimed at the formation of communicative competencies as part of meta-subject results in a primary school on the subject of a foreign language. An experiment is proposed in the form of a survey and analysis of training materials, which allows to identify problems in their development and to adjust the educational process in such a way as to ensure the creation of all the planned learning outcomes.

METHODS
On the basis of the materials and conclusions of the theoretical part of the study in order to determine the characteristics and level of development of communicative skills of students in primary foreign language education, we have framed a further study in the direction of assessing the level of formation of meta-subject result components, in particular, communicative skills (communicative competence) among students. The study involved 60 primary school students (Russia, the Republic of Tatarstan) The method of summative assessment was chosen for the experiment, the main purpose of which is to establish the presence or absence of the phenomenon under study in certain controlled conditions, measure its quantitative characteristics and give a qualitative description. Under the studied phenomena, we understand the characteristics of the level of formation of the components of communicative skills in the framework of the meta-subject approach. In foreign language education, traditionally, the main attention is paid to the assessment of verbal communicative competence, and existing methods allow determining the level of proficiency in it.
These methods include tests by T. A. Fotekova [5], which allow us to determine the cognitive linguistic component of communicative competence. We also conducted a survey according to the method of A. I. Shemshurina [6]  The table shows the characteristics of different levels. Let us enlarge on the characteristics of these levels in Table 1.  In assessing the responses of students, we used the scale: -characterized positively, -varies depending on the situation / there are some problems,characterized negatively. Based on the results of the test, we were able to get a fairly detailed picture of the formation of conative and regulatory-behavioral components of communicative competence. Table 2 proposes summary characteristics of conative and regulatory-behavioral components of the communicative element of meta-subject of 60 students of the fourth grade at the ascertaining stage. On the basis of the data we were able to draw a number of conclusions. The

SUMMARY
Based on the scientific research of Russian [8,9,10] and foreign [11,12,13] scientists, we came to the conclusion that the meta-subject approach should be methodologically based on age-related characteristics of child psychology. Foreign language lessons based on meta-subjects represent the formation of the following interdisciplinary cognitive skills in students: Four groups of strategies are distinguished in the foreign language education of a primary school student in the framework of the meta-subject approach: a) motivating and regulatory strategies [14]; b) ICT and psychotechnical strategies based on linguistic-cognitive, linguistic-cultural and speech-cognitive mechanisms of linguistic activity [15]; c) visualization strategy as a way to develop a sense of language and language practice; d) strategies of semantic reading as a way of forming discursive -communicative and cognitive skills.
The tasks that are set should correspond to age-related characteristics and stimulate their regulatory -behavioral and cognitive activity. The work should include the following educational activities of students: 1. Actualization of the student's life experience.
2. Determining the purpose of the lesson and motivation to solve a problem situation 3. Inclusion of speech-cognitive and metacognitive activity and creative capabilities of the student.
4. Creation of associations, semantic image of representations, that is, personal meaning.

Reflection and summarising.
In other words, to achieve the set goals, the meta-subject educational activity should be structured so that students act as its active subjects, i.e. they have the skills to search for information, analyze and systematize it, and the ability to visualize the results obtained (for example, info graphics). The results of the work should be presented in the classroom for learning by other students and subsequent collective discussion. It is also important that the activity approach has a positive effect on the assimilation of educational material and the personal development of students.

CONCLUSIONS
The modern system of Russian education, developing in a competence paradigm, puts on the agenda the question of the need for students to develop communicative skills as a communicative competency, classifying it as a key meta-subject competency.
Meta-subject approach is an integrative characteristic that includes a set of personality traits that provide a person with the ability to act in a given communication situation, willingness and ability to use existing experience in solving assigned communicative tasks -at a level determined by age-related psychological characteristics and social experience and capabilities of a primary school student, and taking into account age restrictions of cognitive-speech nature.
Another aspect of the meta-subject is ICT ( Meta-subject competencies are also formed in game situations, for example, in a board game, in which the knowledge of the vocabulary on the topic and the skills of dialogic and spontaneous speech are also checked. In addition, in this task, metasubject knowledge is updated (food, cultural features and regional geographic remarks).
Meta-subject educational activity contributes, in our opinion, to the formation of the basic principles of critical thinking, to the ability to single out the semantic essence of information, to succinctly present it in visual and verbal forms, as well as the ability to analyze it. Thus, the meta-subject approach allows us to actively interpret educational material, in particular, in the disciplines of the humanitarian profile.

ACKNOWLEDGEMENTS The work is performed according to the Russian Government Program of Competitive Growth of Kazan
Federal University.