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The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

The article reveals the influence of extracurricular projects in a foreign language on the students’ motivation in non-linguistic areas of university education for learning a foreign language. Extracurricular projects include Olympiads, conferences and various competitions for translation, essays, videos and similar types of extracurricular activities. The article reveals the illumination of the problem of motivation in the psychological and pedagogical community and gives various points of view on the factors that contribute to increasing motivation for learning a foreign language through extracurricular projects. A survey of students with non-linguistic specialization of the university revealed the key positive and negative factors that determine the attitude of students to such projects. The insignificant number of project participants is explained by the lack of awareness among students and fear of failure. The factors encouraging participation were the interest in the format of the event, the expected benefits for professional development, the support of the environment and a sense of belonging to the faculty. On the basis of the results obtained, recommendations are given to increase the motivation of students to learn a foreign language through participation in projects in foreign languages, and the need to integrate extracurricular academic activity into the educational program is substantiated.

Virtualization and integration of the modern world community has caused virtual intercultural interactions in foreign languages. In turn, new forms of communication require innovative methods of teaching foreign languages. The main argument of this need is the changing of the language. There are new rules of etiquette, mental images of cultures and individuals, words to the realities of the online world, practiced simultaneously oral and written form of speech. This article focuses on the concept of teaching to communicate in foreign languages based on reflective learning of the students. The concept is a system with the aim, methodology, content, technologies for learning and assessment of communicative and cultural competence. The basis of my philosophy are approaches and methods of learning foreign languages and cultures through intercultural interactions, which will be considered in this article. The study focuses also on factors of effective learning process and targets of the teachers for developing studentś language proficiency.