Abstract
The article presents a methodological model for developing skills of self-monitoring and self-assessment developed by the author. It is based on theoretical premises concerning metacognitive strategies for learning and speaking a foreign language and error analysis of the learners’ interlanguage. The author also reports a pedagogical experiment to test the proposed methodology. The model includes the chain instructions – action – result. The data reveal a significant increase of the level of self-monitoring and assessment.
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