FORMATION OF LEARNER AUTONOMY BEYOND THE CLASSROOM
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 20, Issue 3
Abstract
The problem of out-of-class learner autonomy is considered in the article. It is aimed at the theoretical background of students’ learner autonomy forms beyond the classroom. The scientific approaches to the content of the concept “learner autonomy” are analyzed. According to the first approach “learner autonomy” is interpreted as a student’s ability to self-directed learning, his/her readiness to make decisions independently and be responsible for its quality. The second approach regards “learner autonomy” as a degree of student’s freedom in learning English that is displayed in changing of student-teacher relations. The organizational forms of students’ autonomous learning activity beyond the classroom are characterized: self-access learning that presumes selecting and using optimal learning aids by students. Self-study learning presupposes choosing responsibility for defining learner needs, setting learning goals, planning assignments accomplishing, selecting optimal learning aids, decision-making whether to work in groups or individually and regarding a teacher as a consultant of inde- pendent work. Self-instruction is learning without a teacher or not under his/her direct control. Self-directed learning is planned independently by a student and implemented with limited responsibility. Self-regulated learning/self-adjustable training is aimed at student’s self-control and self-evaluation in learning. Self-education satisfies student’s life motives and needs beyond the educational establishment. Distance learning is interpreted as a goal-oriented process of interaction between learners and teachers at all the learning stages accompanied by traditional aids and ICT and implemented in a certain didactic system. Open learning is an individualized learning which gives a student an opportunity to choose place and time, teaching methods, content of curriculum, ICT and assessment format. Learning together is a form of collaborative learning in small groups to reach a common goal. Tandem language learning presumes learning foreign language in pairs or groups with native speakers. Computer learning is aimed at learning language by means of computer technologies. Learner autonomy activities beyond the classroom enhance students’ independence, their critical thinking skills, develop learners’ ability to generate new ideas in their professional development.
Authors and Affiliations
Tetiana SEVERINA
Keywords
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