Diagnostics and accounting of students' Cognitive styles as a way of individualization of the process of teaching a foreign language

This article highlights the problem of individualizing the process of teaching a foreign language. Individual, subjective and personal individualization in their totality contribute to organizing the educational process in a foreign language as efficiently as possible and achieving a higher level of training for students. One of the manifestations of an individualized approach to teaching a foreign language is taking into account the individual cognitive styles of students. The concept of cognitive style is complex and multidimensional, and there are several different approaches to classifying cognitive styles. This study makes an attempt to describe the individualization of the foreign language learning process based on taking into account the locus of control: externality / internality. Options for diagnosing the cognitive style of students based on the locus of control are presented, and the results of a study conducted on the basis of Municipal Budgetary Educational Institution Secondary School No. 6 of the city of Verkhnyaya Salda are described.