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127ADVANTAGES OF AUTONOMY AND ITS SIGNIFICANCE
IN LEARNING FOREIGN LANGUAGES 1 2 Khaydarova N.A. , Khaydarova H.A.
1Khaydarova Nodirabegim Ahtamjonovna - English language Teacher, FOREIGN LANGUAGES DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE;
2Khaydarova Hulkar Ahtamjonovna - Student, NATURAL SCIENCES FACULTY, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article analyzes the basic peculiarities and advantages of autonomous learning and learners, besides the article gives information about significance of autonomy in learning foreign languages.
Keywords: autonomy, autonomous learner, self-instruction, capacity, language learning skills, substantial reasons.
If the learner is going to increase his or her responsibility for progress and the teacher aims to facilitate, not control, the language-learning process, then autonomous learning becomes essential. Autonomous learning does not mean self-instruction or learning without a teacher, rather it is a way of complementing face-to-face tuition which makes learning more productive and develops independence. Educational research has long recognized that learning is less effective the more learners depend on the teacher and the less they take responsibility for their own learning. Therefore the emphasis currently being placed on the role of the learner in the pedagogical process is to be welcomed [1, p. 331].
Autonomy is defined by many authors in similar ways but with very little differences. Holec says that "autonomy is the capacity of taking charge of one's own learning" [2, p. 145].Taking Holec's definition into consideration, the teachers are not the only one responsible for the students' learning processes but also the students, themselves, should take control of their own learning and find solutions and sources to their own development. Little defines autonomy as being "a capacity for detachment, critical reflection, decision-making, and independent action". Little states "the essence of learner autonomy is the ability to take charge of one's own learning" [3, p. 15]. Vanijdee wrote "the definition of learner autonomy is one which views autonomy as a capacity—a construct of attitudes and abilities—which allows learners to take more responsibility for their own learning" [4, p. 76].
Learner autonomy may be useful for students of all ages although its application may be tempered by their age and experience. Omaggio said about seven main attributes of autonomous learners :
❖ Autonomous learners have insights into their learning styles and strategies;
❖ take an active approach to the learning task at hand;
❖ are willing to take risks, i.e., to communicate in the target language at all costs;
❖ are good guessers;
❖ attend to form as well as to content, that is, place importance on accuracy as well as appropriacy;
❖ develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply; and
❖ have a tolerant and outgoing approach to the target language [5, p. 42].
In a rapidly changing world students need not so much to accumulate a set of knowledge as to learn how to acquire knowledge both now and in the future. Language teaching thus implies the development of transferable language learning skills based on an understanding of what makes an effective language learner. Jiao gives four substantial reasons in support of learner autonomy for English learning:
> It enhances the learner's motivation and leads to more effective learning.
> It provides learners with more opportunities for English communication in a non-native environment.
> It caters to the individual needs of learners at all levels.
> It has a lasting influence [6, p. 28].
Learning strategies can be seen as ways which the students use to make learning more meaningful, enjoyable and faster. After reflecting on one's best way of learning, when finding the right tool, the subject which is being learnt is then seen as something more practical and meaningful, therefore, making it easier for the student to better understand that aspect and reproduce it and establish links between that aspect of the language with others. When done so, not only will the student make better use of his/her time, the learning process itself becomes more interesting and more appealing to student's needs.
As a conclusion one can say, autonomous learning or autonomy has great impact on foreign language learning. It is a process that should begin by a critical analysis of one's own learning process so that later, that student can set his/her goals and find the necessary sources to go after them. When all of these things have been carefully analyzed and thought about the whole process of learning a foreign language is made easier, more relaxing, more pleasant and, more important, more meaningful.
References
1. Marshall Stephanie, Fry Heather, KetteridgeSteve. A Handbook for Teaching and Learning in Higher Education. New York. Routledge, 2009.
2. Holec H. Autonomy in Foreign Language Learning. Oxford: Pergamon, 1981.
3. Little D. Language learner autonomy: some fundamental considerations revisited. Innovation in Language Learning and Teaching, 2007.
4. Vanijdee A. Thai Distance English Learners and Learner Autonomy. Open Learning 18 (1). 75-84, 2003.
5. Omaggio A. Successful language learners: what do we know about them? ERIC / CLL News Bulletin, 1978.
6. Jiao L. Promoting EFL learner autonomy. Sino-US English Teaching, 2005.
