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Список литературы /References
1. Аскарова А. История народов Узбекистана // Том 1. Фан, 1992. С. 3-35;
2. Хошимов К. Педагогика тарихи // Ташкент. Укитувчи, 1996. С. 15-18.
STUDENT AUTONOMY AND ITS EFFECTIVENESS IN
SUCCESSFUL SELF- STUDY
1 2 Bahodirov U3. , Rahmonkulova N.Z.
Email: [email protected]
1Bahodirov Ulugbek Bahodir o 'gli - Teacher;
2Rahmonkulova Nargizahon Zamir qizi - Student, DEPARTMENT OF THE ASPECTS OF ENGLISH LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: learner autonomy in foreign language teaching and learning has been a favourite topic for a long time. Since the beginning of the millennium year, there have been lots of studies to promote learner autonomy in different levels of foreign language education at different schools and at different universities. In recent years, many new approaches and innovations have been used to develop learner autonomy in foreign language education. Helping foreign language learners to become autonomous is one of the fundamental and the universal duties of all of the foreign language educators have. Keywords: autonomy, success, style, responsibility, lingo, esteem, obligation.
АВТОНОМИЯ СТУДЕНТОВ И ЕЕ ЭФФЕКТИВНОСТЬ В УСПЕШНОМ САМООБУЧЕНИИ Баходиров У.Б.1, Рахмонкулова Н.З.2
1Баходиров Улугбек Баходир угли - преподаватель; 2Рахмонкулова Наргизахон Замир кизи - студент, кафедра аспектов английского языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: самостоятельность учащихся в преподавании и изучении иностранных языков долгое время была любимой темой. С начала тысячелетия было проведено множество исследований по продвижению автономии учащихся на разных уровнях обучения иностранным языкам в разных школах и в разных университетах. В последние годы многие новые подходы и инновации были использованы для развития самостоятельности учащихся в обучении иностранным языкам. Помочь изучающим иностранный язык стать самостоятельными является одной из основных и универсальных обязанностей всех преподавателей иностранного языка. Ключевые слова: автономия, успех, стиль, ответственность, жаргон, уважение, обязательство.
UDC 81-139
Learners who think that their learning styles and their endeavors are imperative to form the learning methodologies and approaches can be compelling in learning present day farther dialects. They can permit positive imperativeness to their education or instructors to
form their teaching procedures and techniques as well. The concepts of 'autonomy' and 'responsibility' are two crucial prerequisites in learning and both of them require energetic sharpens. Obligation and freedom are not straightforward to recognize. Commitment and freedom are not basic to recognize. In this paper, their importance and their contrasts will be clarified. The reasons of making commitment and freedom will as well be clarified. Present day approaches on learner freedom in exterior lingo learning and teaching will be highlighted. Language learning strategies will be managed with. Test classroom works out will be shared. Important websites, blogs and books on learner freedom will be recommended [3].
Learner freedom and learner obligation are the natural subjects in exterior tongue instruction. Within the occasion that the learners are not careful of their commitments, they can never be productive in learning modern things. Learners who do not know their commitments in their course hours can viably destroy the energy and they can grant negative essentialness to various learners who anticipated memorizing unused lingos. Learner freedom, learner obligation and motivation are persistently related with each other as no one can learn unused things in case they are not adequate impelled. To amplify the learner commitments and to help the free learners, educates need to know many essential classroom applications. It is trusted that this consider will offer help farther language instructors to urge prepared different sorts works out in their classes [4].
2. Theoretical foundation
2.1. What is learner independence? Moore states that; "The Sheffield Hallam definition of learner freedom starts with the introduction that a free learner takes obligation for his/her claim learning [1].
In doing this: They can recognize:
- their learning targets (what they need to be learn)
- their learning shapes (how they will learn it)
- how they will survey and utilize their learning
- they have well-founded conceptions of learning
- they have a expand of learning approaches and skills
- they can organize their learning
- they have awesome information dealing with aptitudes
- they are well impelled to learn
Thanasoulas diagrams this: "It is imperative that autonomy can be thought of in terms of a takeoff from instruction as a social get ready, as well as in terms of redistribution of control attending to the advancement of data and the parts of the individuals inside the learning process." [2] It has as well been said by Small: "Learner autonomy may be a risky term since it is broadly dumbfounded with self-instruction. It to boot a slippery concept since it is broadly troublesome to characterize absolutely. The rapidly expanding composing has wrangled approximately, for case, whether learner autonomy have to be thought of as capacity or conduct; whether it is characterised by learner commitment or learner control; whether it may be a mental wonder with political proposals or a political right with mental recommendations; and whether the enhancement of learner freedom depends on a complementary teachers autonomy [3].
2.2. What makes a free learner?
Great lesson plans, progressed teaching strategies and approaches offer help tongue learners to be free learners. Scharle and Szabo demonstrate: "In speculation, we may characterize autonomy as the adaptability and capacity to supervise one's possess undertakings, which involves the proper to form choices as well. Obligation may as well be caught on as being in charge of something, but with the recommendation that one has need to bargain with the comes about of one's have exercises. Autonomy and responsiblity both require energetic consideration, and they are clearly outstandingly much interrelated." Within the occasion that learners feel themselves playful and energetic in their course hours, they can be autonomous learners [4].
Utilizing the same teaching technique or the same approach can make the learners bored and sad in their lesson hours. Different sorts of procedures and approaches will be important to create them independent learners. Cheerful learning approaches because it has been said by Veenhoven: "The word 'happiness' is utilized in numerous ways. Inside the largest sense it is an umbrella term for all that's incredible. In this meaning it is as often as possible utilized exchanged with terms like 'wellbeing' or 'quality of life'." Seligman states that;" Euphoria inside the show miniature comprises of outstandingly unmistakable states from delight nearly the past and around the longer, term and itself handles two exceptionally unmistakable sorts of things: delights and gratifications" [2].
When understudies figure it out the delights and the fulfillments of their claim lives, they can start to think almost their courses strongly and cheerfully. With the assistance of the warm-up exercises and the bunch work thinks about, understudies can feel their possess pleasures.
Learning lingos with the ICT
As it is communicated by UNESCO (2009-2014); "Information and Communication Advancement (ICT) can contribute to all comprehensive get to to instruction, esteem in instruction, the transport of quality learning and guideline, teachers' capable advancement and more beneficial instruction organization, organization and administration" [5].
References / Список литературы
1. Ben-Shahar T., 2012. Be Pessimist or Be Hopeful and Optimistic. Choose the Life You Want: 101 Ways To Create Your Own Road to Happiness. The Experiment, LLC.Workman Publishing Company. Р. 91. New York: USA.
2. Chamot A. & OMalley J.M., 1994. Why Learning Strategies are Important. Chapter 4. Learning Strategy Instruction in CALLA. The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison-Wesley Publishing Company, Inc. Р. 58. USA.
3. Moore I. What is Learner Autonomy? The Sheffield Hallam. [Electronic Resource]. URL: http://extra.shu.ac.uk/cetl/cpla/whatislearnerautonomy.html/ (date of access: 24.04.2015).
4. Scharle А. & Szabo A., 2000. What Makes an Autonomous Learner? Part 1. Responsibility and autonomy. Learner Autonomy. A guide to developing learner responsibility. Р. 4. Cambridge: Cambridge University Press.
5. Thanasoulas D., 2000.What is Learner Autonomy and How Can It Be Fostered? [Electronic Resource]. URL: http://iteslj.org/Articles/Thanasoulas-Autonomy.html/ (date of access: 24.04.2015).
