ДО ПИТАННЯ РОЗВИТКУ АВТОНОМНОСТІ ІНОЗЕМНИХ СТУДЕНТІВ У ПРОЦЕСІ МОВНОЇ ПІДГОТОВКИ В ТЕХНІЧНОМУ ВУЗІ
| Main Author: | Т. М. Цимбал |
|---|---|
| Format: | Article Journal |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/1117038 |
Daftar Isi:
- The article is devoted to such an urgent problem of modern methods of teaching a foreign language as the development of the autonomy of foreign students. The relevance of the considered topic lies in the fact that autonomy in educational activities is considered as a necessary condition for the graduate's professional competence, which is the main goal of both the educational institution and the conscious student. As a result of the analysis of the autonomy concept in foreign and domestic linguodidactics, the degree of student autonomy in the learning process is determined by psychological, methodological, and communicative components. Organizational and pedagogical conditions that are created for the realization of autonomous learning are described: co-management of the learning process; conformity of the content of education with the standard and the process of self-realization of the student's personality; the adequacy of resource support for the purpose of the educational program; readiness of students and teachers for autonomous learning in an emotionally-motivational, cognitive and activity context. Within the framework of an autonomous study by students of a foreign language, three main methods were identified that increased their activity and independence: the method of problem representation of the material; partial search method (heuristic) and research method. The effectiveness of teaching students the metacognitive strategies in the study of language, which are divided into strategies for planning their actions, setting intermediate goals, reflection, self-esteem, flexibility. It is claimed that autonomous learning activities can be present at all four stages of training for professionally oriented foreign-language communication (preparatory, training, practice and self-assessment). In conclusion, it is claimed that the fundamental changes in the language educational process are primarily related to the emancipation of the pedagogical relations of the educational process subjects, as well as its reorientation to the personality of the student (student), to the formation of his ability to autonomously master the language studied. Therefore, the actual task for the teacher becomes a purposeful formation of these skills in the learner.