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16USING SELF-REPORTS, DIARIES AND EVALUATION SHEETS IN PROMOTING LEARNERS' AUTONOMY Muratova U.A.1, Tashmatova M.A.2
1Muratova Ugiloy Anvarjohn qizi - Student;
2Tashmatova Madina Abdukarimovna - Teacher of English, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion discusses using self-reports, diaries and evaluation sheets in promoting learner's autonomy in the learning process of a foreign language. The authors of the article suggest to consider individuals' views of themselves as learners, whether they see themselves as in control of events in their lives, and the reasons they attribute to their perceived successes and failures.
Keywords: learner, autonomy, educational, self-report, diary, promote, collect, information, foster, success.
Over the last two decades, the concepts of learner autonomy and independence have gained momentum, the former becoming a 'buzz-word' within the context of language learning. To posit ways of fostering learner autonomy is certainly to posit ways of fostering teacher autonomy, as teachers' autonomy permeates into learners' autonomy. Nevertheless, our main focus will be on what the learner can do in order to attain a considerable degree of autonomy [1, p.p. 34-50]. The following is suggested to be applied to foster learners' autonomy in the learning process: Self-reports
According to Littlewood, a good way of collecting information on how students go about a learning task and helping them become aware of their own strategies is to assign a task and have them report what they are thinking while they are performing it. This self-report is called introspective, as learners are asked to introspect on their learning. In this case, self-report is a verbalization of one's stream of consciousness. Introspective reports are assumed to provide information on the strategies learners are using at the time of the report.
Another type of self-report is what has been dubbed as retrospective self-report, since learners are asked to think back or retrospect on their learning. Retrospective self-reports are quite open ended, in that there is no limit put on what students say in response to a question or statement that points to a topic in a general way. There are two kinds of retrospective self-reports: semi-structured interviews and structured questionnaires. A semi-structured interview may focus on a specific skill with a view to extracting information about learners' feelings towards particular skills (reading, listening, etc.), problems encountered, techniques resorted to in order to tackle these problems, and learners' views on optimal strategies or ways of acquiring specific skills or dealing with learning tasks. A structured questionnaire seeks the same information but in a different way: by dint of explicit questions and statements, and then asking learners to agree or disagree, write true or false, and so forth.
It could be argued that self-reports can be a means of raising awareness of learners' strategies and the need for constant evaluation of techniques, goals, and outcomes. As Littlewood observes, 'without awareness [learners] will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous'. Diaries and Evaluation Sheets
Perhaps one of the principal goals of education is to alter learners' beliefs about themselves by showing them that their putative failures or shortcomings can be ascribed to a lack of effective strategies rather than to a lack of potential. After all, according to Vygotsky, learning is an internalized form of a formerly social activity, and 'a learner can realize [his] potential interactively through the guidance of supportive other persons such as
parents, teachers, and peers. The role of diaries and evaluation sheets is great, which offer students the possibility to plan, monitor, and evaluate their learning, identifying any problems they run into and suggesting solutions.
So far, one of the assumptions underlying this discussion on learner autonomy has been that the teacher has not relinquished his "authority"; rather, that he has committed himself to providing the learners with the opportunity to experiment, make hypotheses, and improvise, in their attempt to master the target language and, along with it, to learn how to learn in their own, individual, holistic way. It may be the case that learner autonomy is best achieved when, among other things, the teacher acts as a facilitator of learning, a counselor, and as a resource. In other words, when she lies somewhere along a continuum between transmission and interpretation teachers. As Ames notes, transmission teachers believe in subject disciplines and boundaries between them, in content, in standards of performance laid down by these disciplines that can be objectively evaluated that learners will find it hard to meet the standards; interpretation teachers believe that knowledge is the ability to organize thought, interpret and act on facts; that learners are intrinsically interested and naturally inclined to explore their worlds that learners already know a great deal and have the ability to refashion that knowledge [2, p.p. 261-271].
In conclusion, it is suggested that in teaching process to support autonomy of the learners it would be more fruitful to consider individuals' views of themselves as learners, whether they see themselves as in control of events in their lives, and the reasons they attribute to their perceived successes and failures. These aspects are changeable, thus enabling us to support individuals through appropriate interventions and help.
References
1. Littlewood W. Foreign and Second Language Learning. Cambridge. CUP, 1995. P. 34-50.
2. Ames C. Classrooms: goals, structures and student motivation. Journal of Educational
Psychology, 84 (3), 1992. P.p. 261-271.
РОЛЬ ОБРАЗОВАНИЯ В ЖИЗНИ ЛЮДЕЙ «ТРЕТЬЕГО
ВОЗРАСТА» Паращукова А.С.
Паращукова Анастасия Сергеевна - магистрант, направление: образование взрослых, Институт образования и социальных наук Северо-Кавказский федеральный университет, г. Ставрополь
Аннотация: данная статья характеризует и описывает теоретические аспекты вопроса о роли образования в жизни людей «третьего возраста». В данном материале мы рассмотрим понятия «образование» и «образование взрослых», изучим категории возрастов пожилых людей.
Ключевые слова: образование, образование взрослых, люди «третьего возраста».
Основополагающей целью образования в современном мире является развитие у обучающихся способностей, которые необходимы ему и обществу. Во всех образовательных учреждениях в процессе обучения все школьники и студенты должны научиться быть социально активными и перенимать навыки саморазвития. Ведь из давних времен принято, что в различной литературе целью образования считается передача опыта от старшего поколения к младшему.
При этом изучение вопроса об образовании пожилых людей в последнее время приобретает особую значимость, связанно это с ростом числа пенсионеров в
