Learner autonomy in learning a foreign language

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LEARNER AUTONOMY IN LEARNING A FOREIGN LANGUAGE

Makarov Sergej Ivanovich

Russian State Social University

Sazonov Igor Vladimirovich

Russian State Social University

Abstract

The article considers some of the problems of formation of the autonomy of students in the process of foreign language communicative competence acquisition. The leading role of the student as an active subject of the educational process is pointed out. The importance of intrinsic motivation in terms of autonomous learning is emphasized.

Keywords: learner autonomy, motivation, foreign language communicative competence, metacognitive strategies

student autonomy communicative educational

АВТОНОМИЯ ОБУЧАЮЩИХСЯ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА

Макаров Сергей Иванович

Российский государственный социальный университет

Сазонов Игорь Владимирович

Российский государственный социальный университет

Аннотация

В статье рассматриваются некоторые проблемы формирования автономии студентов при обучении иноязычной коммуникативной компетенции. Выделяется ведущая роль обучающегося как активного субъекта образовательного процесса. Подчеркивается важность внутренней мотивации в условиях автономного обучения.

Ключевые слова: автономия обучающегося, мотивация, иноязычная коммуникативная компетенция, метакогнитивные стратегии

The problem of learner autonomy is not new. The notions “learner autonomy”, “autonomous learner” has been in wide use in teaching foreign languages since the seventies of the past century. Previously the terms “individualization”, “learner independence” were preferred.

The role of the learner as an active subject of the learning process has been one of the basic directions in teaching foreign language communicative competence, and the central concepts were the notions of “autonomy” and “autonomous learner” [1, 2].

There are various definitions of the term “autonomy”, however, as a rule, autonomy is understood as “the ability of students to take responsibility for their own learning [3]. In national foreign language teaching methodology the concept of autonomy, in our opinion, is most fully expressed in the definition of Koryakovtseva N.F. as «the ability of the individual to carry out their educational activitieson their own, actively and consciously control it, carrying out a reflection and correction of learning activities and accumulating personal experience responsibly and independently make informed decisions with respect to the actual teaching in various educational contexts with a certain degree of separateness / independence from the teacher and making on its functions» [4].

Independent learner is largely motivated and the development of autonomy implies better results in mastering foreign language communicative competence.

There are three models of autonomous learning:

- individual model, where the focus is on the learner and his own personal needs in learning a foreign language;

- group model, which involves discussions and decisions concerning the process of learning in the democratic manner in the group of students with the same or similar purposes;

- model of project work, which puts on the first place focused on the ultimate goal activity of several learners [5-7].

From the point of view of some researchers, there are three basic methods of increasing students' autonomy:

1) problem presentation method, which consists in the fact that the teacher formulates the problem before setting out the material, showing the way to solve it;

2) heuristic method, the essence of which is to organize the search for ways of solving problems, and the teacher leads students to the solution of the problem using a number of questions;

3) research method, involving independent study of literature and performing of other steps of exploratory nature by learners [8].

For the development of autonomy, according to Zh.S. Anikina, it is necessary to create the following pedagogical conditions:

- carrying out theoretical training of students on formation of metacognitive strategies. Explicit method for introduction and formation of educational strategies is the most appropriate one because it allows students to consciously master the learning strategy, understand the psychological mechanisms of actions performed, as well as their individual psychological characteristics.

- pedagogical support of the learning process. Pedagogical support is a new form of relationship between the teacher and students in the process of educational interaction, suggesting the problematic representation of the new material, encouraging students for self-reflection, providing them with opportunities to learn something new and to construct their own world, a joint reflection on the work performed. Pedagogical support involves interaction of teacher and student in which a student performs actions to bring about learning, and a teacher provides an environment not only to carry out these actions, but also for their comprehension. The main outcomes of pedagogical support are not only the mastery of specific knowledge but also awareness of the meaning and significance of all the above actions.

- creating an effective learning environment. In the process of development of autonomy in foreign language learning one of teachers' basic problems is the creation of this environment that would provide full support to the activities of students in their absence. This becomes possible in case of application of modern information technologies. This learning environment can provide cooperation of subjects of educational process, providing a significant share of the learner autonomy and defining the role of a teacher as a consultant and assistant [9].

The practice of teaching German and French languages in various non-linguistic higher educational institutions shows that the lack of intrinsic motivation is one of the key obstacles to the mastery of foreign language communicative competence of students. In our country, students are too dependent on the teacher [10]. Therefore, teachers should pay attention to how to help students develop learning autonomy and how to stimulate their intrinsic motivation.

Faye Rollings-Carter singles out strategies that can help to build an autonomous learning environment:

Cooperative learning in pairs or small groups;

Problem-based learning situations that require students to use their knowledge to create solutions for specific situations;

Writing in journals and reflecting on what, why, and how they learn;

Assembling portfolios that document their learning process over a period of time;

Using rubrics that include the learner's individual expectations and a self-assessment component;

Peer assessment that allows students to evaluate each other using rubrics and clearly stated objectives [11].

Different levels of foreign language communicative competence is one of the key problems in teaching. The problem of such groups is that up to thirty or more students with different levels of motivation can learn. This problem in terms of autonomous learning can be solved by using a two-level/multi-level textbook [12].

Enhancing of learning is a concept relating to the activities of teachers and learners, a process aimed at achieving a state of activity of the subject, identifying this ability. Within pedagogy activity of the teacher is aimed at accelerated transfer of essential knowledge and guidance, at the development of abilities and skills, the formation of creative independence of an individual student and group. Student activity, respectively, aims to accelerate the assimilation of knowledge and skills.

The development of students' involves the use of metacognitive strategies [13, 14], among which there are: planning of the actions in carrying out educational tasks; setting interim targets; adequate self-reflection; self-esteem; flexibility to choose the desired learning strategies. The development of these strategies prepares students for autonomous learning.

The main task of the teacher in the implementation of this principle is to help each student realize their individual way of language acquisition. An important factor in the success of mastering a foreign language is an autonomous student in the specific learning situation, and in the context of further lifelong learning. This personal quality is associated with the formation of the student's readiness and habit to work independently with the language, to make their own independent decisions and take responsibility for them in the course of learning. Therefore, the learning process should motivate each student to independent and active implementation learning activities, to conscious assessment of his verbal experience and, if necessary, its conscious correction. This is facilitated by such learning technologies that provide students with the opportunity to acquire in the most convenient and efficient for each of these learning strategies and use them both in class, and working independently on the language

Thus, modern learners are not waiting for instructions from the teacher, and are capable of organizing their own learning. The role of the teacher in conditions of autonomous learning is reduced to the role of mentor, tutor, supervisor and counselor, who helps students choose the best way to study a particular phenomenon.

Библиографический список

1. Holec H. Autonomy in foreign language learning. Oxford, 1981. - P. 3.

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3. Benson P. Teaching and researching autonomy in language learning. Beijing: Foreign Language Teaching and Research Press, 2005. - P. 2.

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