0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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INTEGRATING PSYCHOLOGY INTO ENGLISH TEACHING TO ENCOURAGE SELF-DIRECTED LEARNING AND INDEPENDENCE
Muxtorovna Rafiqjanova Nargizaxon
Student at Chirchik state pedagogical university Scientific advisor Eldorbek Erkin o'g'li Khamitov
ABSTRACT
This thesis delves into the integration of psychological principles into English language teaching to foster learner autonomy, self-directed learning, and independence. By exploring the synergy between psychology and language education, this study aims to equip educators with effective strategies for cultivating autonomy in the English language classroom. Drawing upon theoretical frameworks, empirical research, and practical applications, this thesis provides insights and recommendations for educators striving to create supportive learning environments that empower students to take charge of their learning journey and attain language proficiency.
Keywords: Autonomy Promotion, Psychological Integration, English Teaching, Self-Directed Learning, Independence
INTRODUCTION
Autonomy stands as a cornerstone of effective language acquisition, enabling students to assume ownership of their learning process and exhibit independence in utilizing the English language. This thesis scrutinizes the significance of autonomy in English language teaching and explores the integration of psychological principles into pedagogical approaches to promote learner autonomy. By comprehending the determinants of autonomy and implementing corresponding strategies, educators can curate engaging and empowering learning experiences conducive to language acquisition and lifelong learning.
ANALYSIS
1. Understanding Autonomy in Language Learning: This section provides a comprehensive overview of autonomy within the context of language education, delineating its defining characteristics, benefits, and implications. It underscores the pivotal role of autonomy in fostering student motivation, engagement, and language proficiency. By dissecting the nexus between autonomy and language learning outcomes, this segment underscores the paramount importance of nurturing autonomy in the English language classroom to empower students and augment their learning en-
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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2. Psychological Integration for Autonomy Promotion: Building upon the foundational understanding of autonomy, this part delves into the integration of psychological principles into English language teaching to foster learner autonomy. Strategies such as self-regulated learning, goal setting, metacognitive strategies, and learner reflection are expounded upon, elucidating how these techniques can empower students to seize control of their learning trajectory and cultivate independence in utilizing the English language. By nurturing a sense of agency and accountability, educators can cultivate a supportive learning milieu conducive to fostering self-directed learners.
3. Practical Strategies for Fostering Autonomy: This section delineates pragmatic strategies that educators can deploy to nurture autonomy within the English language classroom. It underscores the significance of affording students choice and autonomy in learning tasks to foster engagement and ownership. Moreover, it explores the utilization of project-based learning, collaborative endeavors, and technology-enhanced learning platforms to furnish students with avenues for self-directed learning and exploration. By emboldening students to make informed decisions and spearhead their learning journey, educators can forge a dynamic and student-centric classroom ambiance conducive to autonomy and self-reliance.
METHODS
1. Literature Review: A thorough examination of existing literature pertaining to autonomy in language learning, psychological tenets for autonomy promotion, and practical methodologies for nurturing autonomy within the English language classroom.
2. Case Studies: Scrutiny of case studies and exemplary instances showcasing effective autonomy-promoting practices in English language classrooms, spotlighting successful implementation strategies and outcomes.
3. Surveys and Interviews: Deployment of surveys and interviews with language educators and students to glean insights into their experiences with autonomy-promoting initiatives, evaluations of efficacy, and recommendations for refinement.
CONCLUSION
Autonomy emerges as a linchpin in language acquisition, empowering students to assume control of their learning trajectory and wield independence in engaging with the English language. Through the amalgamation of psychological principles into English teaching methodologies, educators can engender supportive learning environments that foster autonomy among students. By perpetuating a culture of ongoing research, collaboration, and introspection, educators can refine their pedagogical
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
practices and cultivate vibrant and learner-centric classroom ecosystems conducive to autonomy, self-reliance, and enduring scholarly pursuits.
REFERENCES
1. Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies: Self-regulation in Context. Routledge.
2. Dornyei, Z., & Ushioda, E. (2013). Teaching and Researching: Motivation (2nd ed.). Routledge.
3. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University of Rochester Press.
4. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.
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