The article deals with the conception and classification of metacognition and its constituent parts. The term is being tackled through a range of definitions in an attempt to make readers acquainted with the perception of this term abroad. A detailed description of metacognition constituent parts (metacognitive knowledge, metacognitive skills) is given, which helps to analyze this phenomenon comprehensively. One of the conclusions made is that education of metacognitive components leads the learners towards autonomous foreign language enrichment, encourage their motivation. As a result their knowledge becomes long-term, learners‘marks are higher. Metacognition is a very important as well as an inherent part of the autonomous foreign language enrichment process.

Article in Lithuanian