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Инновационные формы, технологии и методы обучения в системе образования
УДК 372.881.1
И.П. Ивановская, О.В. Нефёдов
НЕКОТОРЫЕ ОСОБЕННОСТИ САМООБУЧЕНИЯ В ОБУЧЕНИИ
ИНОСТРАННЫМ ЯЗЫКАМ
Российский экономический университет им. Г.В. Плеханова
Аннотация: В данной статье рассматриваются некоторые особенности самообучения студентов иностранному языку. Авторы статьи считают, что элементы самообучения должны вводиться в практику обучения иноязычной коммуникативной компетенции в рамках традиционных занятий. Приводятся точки зрения на рассматриваемую проблему отечественных и зарубежных авторов.
Ключевые слова: самообучение иностранным языкам, автономия, роль преподавателя и студента.
UDC 372.881.1
I. P. Ivanovskaya, O.V. Nefyodov
SOME SPECIFIC FEATURES OF SELF-DIRECTED LEARNING IN FOREIGN LANGUAGE LEARNING
Plekhanov Russian University of Economics
Abstract: This article discusses some of specific features of students' self-directed learning of a foreign language. The authors of this article believe that the elements of self-directed learning should be introduced into the practice of teaching foreign language communicative competence within the framework of traditional classes. Points of view on the problem under review of domestic and foreign authors are given.
Key Words: foreign language self-directed learning, autonomy, teacher's and student's roles.
On many occasions the terms auto- and self-directed learning are used as syn-nomous learning, independent learning onyms. However, these terms reflect differ-
CHHeprHH. 2016. № 6.
ent degrees of students' autonomy. pendent learning implies individual work with the materials collected and organized by a teacher. Self-directed learning involves orientation to a greater degree of learner autonomy, opportunity to decide whether or not to carry out the assignment. Autonomous learning means complete independence, autonomy of students when a teacher is practically excluded from the process of education, and students decides himself the issues related to learning objectives, curriculum and materials. At autonomous learning students need a consultant [1].
The CIEL project considers the terms learner autonomy and learner independence to be practically synonymous as indicating that learners move away from dependence on the teacher and:
- are responsible for their learning and learn to learn;
- develop key transferable skills;
- actively manage their learning, find out learning opportunities and use appropriate learning strategies;
- involve themselves in a process setting short and long term learning goals, reflect on and evaluate their progress [2].
Independent learning is an individual work, students' learning activity that does not involve direct guidance from the teacher and is carried out through the materials used. The ability to make conscious choice and take responsibility for the results of his/her learning activities, motivation and confidence are the main qualities of an independent learner. Various terms are used in the methodology of teaching foreign languages, denoting self-learning or independent learning: self-instruction, distance learning, individualized instruction, flexible learning, self-access learning, self-direction, self-learning, semi-self learning, self-access materials [3, 4].
One of the main goals of a teacher is the use of techniques and learning strategies to stimulate the development of skills of students' independent work.
Ph. Candy determines independent learning as a combination, consisting of
the following points:
1. Independent study is a process, method and philosophy of education. Students acquire knowledge by applying their own efforts and thus develop the ability to research and critical assessment;
2. Independent learning implies freedom of choice in determining the goals for given project or program with the aid of adviser;
3. To achieve these goals it requires freedom of process;
Independent learning imposes increased responsibility for the results of students learning. In this case a learner is supported by the teaching staff [5, 6]
O.V. Nogovitsina following J.G. Repyev perceives self-learning as a learning method in which personal, independent, self-directed students' learning activity of the learning subject is a major, leading one and formative activities of the subject of teaching is facilitating and promoting teaching. At that learning is characterized by the author as a method of teaching in which targeted interaction of one's own independent, self-directed educational activity of the subject of learning and forming activity of the subject of teaching in conditions of regulatory influence of the educational system of society. Based on this definition J.G. Repyev concludes that learning combines activities of two subjects - bearers of activity in education, i.e. the subject of learning (students) and the subject of teaching (teacher) which determine the existence of two separate but interrelated processes in education: learning and teaching. The author writes: Learning is acquisition of the elements of experience accumulated by mankind. Thus, teaching is a formative activity of a teaching subject focused on the facilitation of effective learning [7, 8].
Having analyzed scientific literature and her own research, T.Y. Tambovkina comes to the conclusion that the problem of foreign language self-directed learning is understudied, and draws attention to the two most important: 1. Self-directed learning of a foreign language inseparably connected with self-education activity of an individual and makes its integral part. The result of the
CHHeprHH. 2016. № 6.
process of educational activities of an dividual is student's development of need for self-education as a special cal property. Students of linguistic higher education institutions, due to the specifics of linguistic education, achieve by the end of learning a level of formation of this property high enough that distinguishes them from other students at the university; 2. Affinity and ability to lifelong learning is a key competence, which is one of the most widespread in the world. Its development in the field of language learning in higher education institutions takes place due to the achievement of the multicultural personality status of linguistic consciousness and formation of metalinguistic consciousness [9].
Self-education is an integral part of any professionally-oriented intellectual activity. Self-study skill is comprehensively formed specifically in the system of higher education, the task of which is to turn the guided by a teacher student into an adult independently thinking person. Modern standards of teaching cover allocation of sufficient time for independent work of students, however, ignore the fact that self-education skill is not formed spontaneously, but require time and control on the part of a teacher. It is considered expedient to introduce elements of self-education directly in the educational process. In learning a foreign language, this practice seems to be not only desirable but absolutely necessary in view of the need for the implementation of individual approach to learning. Organization of the educational process on the basis of self-directed learning involves transference of subject-object (teachelearner) relationship, when the pace of learning and the level of complexity of the teaching material introduced by the teacher, into the level of subject-subject relationship, when the pace and level of complexity is determined by the learner himself, according to their capabilities and interests. A teacher, at the same time, acts as a consultant, to which a learner can always turn to in case of difficulties in the process of material acquisi-
tion. The implementation of this approach directly in the educational process allows solving problems of the traditional approach to learning and the key issues of self-education, which are associated with goalsetting, self-organization and self-control of students. These functions are assumed by a teacher who guides the learning process and tests the quality of students' mastery of the material, tracking the problems of each learner individually [10].
Self-directed learning, as well as classroom learning, should be based on certain principles. M.V. Pac believes that these principles can be the following:
1. The principle of innovative learning environment involves a form of organization of educational space, which builds up opportunities for creative search of new ideas at all levels of continuing education and their implementation [11, 12]. Such organization of activity will contribute to the formation of a key competence of graduates to master the ability to aptly find relevant information, its assessment as well as establishment of links between different fields of knowledge, ideas, concepts, providing both establishment of performance multitasking skills and reflection of students [13].
2. The principle of horizontal fusion of social and cultural practices is intended to include in the collective educational space different spheres of social communication media and spheres of professional interaction allowing the expansion of cooperation and increase of self-efficacy of subjects of education in the context of expanding of competitive learning environment.
3. The principle of dialogue provides interaction of students, professionals through joint work including research findings in both theoretical and practical knowledge presented at conferences, creative workshops, etc., that encourages participants to develop their own ideas and their sharing [14].
A.V. Kordonova in her study determined nine specific objectives of the model of English language self-directed learning by reading as well as structured content and methods of achieving them: a. teaching stu-
dents to systematize the acquired knowledge and program to predict the results of self-directed learning; b. teaching dents to select the material which is, in their opinion, most suitable for the sition of knowledge on the problem under study; c. development of reading skills for a more detailed understanding of read material and selection of those segments of the text which can further become basis for compiling a secondary text; d. development of skills of studying reading for deeper understanding of each sentence of the compiled text ; e. development of skills to create their own texts in connection with the specified topic of the scanned material; f. development of skills to concisely express the main information from the scanned and compiled materials in the form of abstracts and summaries; g.
development of skills to present a detailed content of the compiled text as well as to analyze the available information in it; h. development of skills to express the read in their own interpretation; i. development of skills to independently evaluate all the work done [15].
Despite the considerable amount of work on the research and development of theoretical and practical aspects of self-directed learning, this problem is far from a final lution. There remains the problem of the precise definition of self-directed learning and its delimitation from analogous but not synonymous terms; level of learner pendence and teachers' role of in conditions of self-directed learning. This problem, in our point of view, will for a long time main a subject of debate.
Список литературы
1. Колесникова И.Л., Долгина О.А. Англо-русский терминологический справочник по методике преподавания иностранных языков: справочное пособие. - М: Дрофа, 2008.
2. Ciel Language Support Network. Integrating independent learning with the curriculum. [Электронный ресурс]. - Режим доступа: https://www.llas.ac.uk/resources/gpg/1400
3. Pemberton R., Edward S.L., Or, W.W.F., Pierson H.D. Taking control: Autonomy in language learning. - Hong Kong: Hong Kong University Press. 1996.
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5. Candy P. Self-direction for lifelong learning: a comprehensive guide to theory and practice. - San Francisco: Jossey Bass Publishers. - 567 p.
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15. Кордонова А. В. Лингводидактическая модель процесса иноязычного самообучения студентов гуманитарных специальностей // Современные проблемы науки и образования. 2013. № 3. С. 218.
Информация об авторах:
Information about authors:
Ивановская Ирина Петровна,
Кандидат филологических наук, доцент, ФГБОУ ВПО «Российский экономический университет им. Г.В. Плеханова», г. Пятигорск, Россия
Ivanovskaya Irina Petrovna,
Candidate of Philological Sciences, assistant professor, Plekhanov Russian University of Economics, Pyatigorsk , Russia
Нефёдов Олег Владимирович,
Кандидат педагогических наук, доцент, ФГБОУ ВПО «Российский экономический университет им. Г.В. Плеханова», г. Пятигорск, Россия
Nefyodov Oleg Vladimirovich,
Candidate of Pedagogical Sciences, assistant professor, Plekhanov Russian University of Economics, Pyatigorsk , Russia
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