The purpose of the present study is to use analytical activities while reading a literary text to influence the personality of a foreign language learner. The teacher's tasks are not only to facilitate perceiving, comprehending, memorizing or reproducing processes, but to foreground personal capacities of deep understanding, rethinking and reconsidering as well as to empower reflecting and self-reflecting. The research uses multi-paradigmatic and interdisciplinary approaches; general scientific methods (analysis and synthesis, induction and deduction, comparison, hypothesis method); communicative methods. Research materials are reading assignments, practical activities and exercises being used to analyze English and French literary texts: lexical and semantic analysis, contextual analysis as well as project methodology. Only at the meta-cognitive level the student's reflexive and critical thinking characteristics can be effectively influenced or formed to learn more about their personal nature and essence, their own creative and analytical skills. The student should be able to reflect whether or not he/she comprehends the key ideas of the given literary text, its structure, the motivation of the characters. Such activities are transformed into self-assessment activities performing self-educational, self-improving and self-discipling functions. In that sense, the implementation of meta-cognitive strategies gains more and more importance.