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Развитие автономности студентов при изучении иностранного языка

Скоробогатова Анна Сергеевна
Старший преподаватель кафедры Иностранные языки, Севастопольский государственный университет, РФ, г. Севастополь, asskorobogatova@sevsu.ru

Аннотация: Развитию самостоятельности студентов при изучении иностранного языка уделяется большое внимание в области языкового образования. Предоставление студентам возможности самим контролировать процесс обучения может привести к повышению уровня владения языком и его долгосрочному освоению. В данной научной статье рассматривается концепция автономии в изучении языка и приводятся примеры проблемных вопросов, с которыми сталкиваются студенты и преподаватели. Также в статье представлены некоторые практические стратегии по развитию самостоятельности у студентов. Понимая важность рассматриваемого вопроса и применяя эффективные методы обучения, преподаватели могут дать своим студентам возможность стать более независимыми и успешными при изучении иностранного языка.
Ключевые слова: автономия, изучение языка, овладение иностранным языком, стратегии обучения.

Skorobogatova Anna Sergeevna
Senior lecturer of Foreign languages department, Sevastopol State University, Russia, Sevastopol

Abstract: Developing students’ autonomy in learning a foreign language has gained significant attention in the field of language education. Empowering students to take control of their own learning process can lead to improved proficiency and long-term language acquisition. This research article explores the concept of autonomy in language learning and provides the tables of problematic issues that students and educators face. Besides the paper presents some practical strategies for fostering autonomy in the students. Additionally, the article discusses the benefits of promoting autonomy in language learning and highlights the positive impact it can have on students' motivation and language proficiency. By understanding the importance of autonomy and implementing effective teaching methods, educators can empower their students to become more independent and successful language learners.
Keywords: autonomy, language learning, student empowerment, foreign language acquisition, teaching strategies

In the traditional classroom setting, students often rely heavily on their educators to guide them through the process of learning a foreign language. However, a lot of researchers have shown that promoting autonomy in language learning can lead to improved motivation, confidence, and ultimately, language proficiency [1,4,7]. Therefore, it is essential for tutors to understand how they can help students develop the skills and mindset required for autonomous language learning.

In recent years, there has been a growing emphasis on developing students’ autonomy in language learning. Autonomy refers to the ability of students to take responsibility for their own learning process, set their own goals, and make choices regarding their learning activities. In the context of learning a foreign language, autonomy plays a crucial role in promoting a more active and engaged approach to language acquisition. When students are empowered to take control of their learning, they are more likely to become motivated, confident, and successful language learners [8]. This research article aims to provide educators with a deeper understanding of the concept of autonomy in language learning and practical strategies to develop students’ autonomy in learning a foreign language. By fostering autonomy in the language classroom, educators can create a more student-centered learning environment that enhances student motivation and language proficiency.

The concept of autonomy in language learning has been widely discussed in the field of language education. Breen M. [2] introduced the Self-Determination Theory (SDT), which highlights the importance of autonomy, competence, and relatedness in promoting intrinsic motivation. According to SDT, when students feel autonomous in their learning, they are more likely to be motivated and engaged.

In the context of language learning, Little [3] proposed the idea of “learner autonomy,” which focuses on developing students’ ability to take control of their own learning process. By empowering students to make decisions regarding their learning activities and setting their own goals, educators can foster a more independent and self-directed approach to language learning.

Furthermore, Benson [1] emphasized the importance of creating an autonomy-supportive learning environment in which students are encouraged to take ownership of their learning. Benson suggested that autonomy in language learning is not only beneficial for academic success but also for developing lifelong learning skills.

The scholars have studied autonomous English learning through various research methods and approaches. Here we present the table with some of them.

Table 1. Research methods and approaches to autonomous English learning

By implementing the strategies and techniques discussed in this article, teachers can empower students to take ownership of their language learning journey. This can lead to increased motivation, engagement, and ultimately, improved language proficiency [5].

One of the key ways in which we can develop students' autonomy is by encouraging self-directed learning. This involves providing students with the tools, resources, and guidance they need to take control of their own learning process. We can do this by implementing student-centered activities that promote independent learning, such as self-study materials, projects, and collaborative work. Additionally, educators can also give students some opportunities for self-assessment and reflection, which can help them identify their strengths and weaknesses and set their own language learning goals.

Another important aspect of developing students' autonomy in learning a foreign language is promoting critical thinking and problem-solving skills. By encouraging students to think critically and solve language-related problems on their own, we can help them improve the confidence and skills necessary to navigate the complexities of language learning. This can be achieved through activities that require students to analyze and evaluate language input, communicate effectively in the target language, and use language resources to figure out language patterns and rules [6,9].
Moreover, educators can also train up students' autonomy by fostering a growth mindset. This involves helping students promote a positive attitude towards learning and a belief in their own ability to improve and succeed. It can be done by providing constructive feedback, praising effort and progress, and creating a supportive and inclusive learning environment. By completing these mentioned activities, tutors are able to empower them to take ownership of their language learning journey and persist in the face of challenges and setbacks.

While autonomy in learning is important, it is also crucial for educators to provide guidance and support to students as they navigate their language learning journey offering individualized attention, personalized feedback, and resources to help students develop their language skills. Additionally, we can also assist students to set realistic and achievable language learning goals and provide them with the tools and strategies they need to work towards these goals.

But unfortunately, both participants of the educational process are facing some problems trying to develop students' autonomy to learn a foreign language. In our paper we present two tables of the most crucial issues to our point of view.

Table 2. Students ’problems while developing autonomy to learn a foreign language

In this part of our article, we intend to dwell on the reasons why students with lower language proficiency lack motivation to learn a foreign language. There is a great number of them, but we want to pay your attention to the most essential ones. The first is fear of failure. Students with lower language proficiency may feel discouraged and lack motivation because they fear they will not be able to succeed in learning a foreign language. The second is lack of confidence. In this case lower proficiency students may lack confidence in their language abilities, which can lead to a lack of motivation to continue learning and improving. The third is feeling overwhelmed. The fourth is lack of support. Here students with lower proficiency may not receive the necessary support and encouragement from teachers, parents, or peers, which can impact their motivation to learn a foreign language. And the last but not the least is limited interest. Some students may simply have limited interest in learning a foreign language, especially if they do not see the immediate relevance or potential benefits of doing so.

Overall, there are various factors that can contribute to a lack of motivation for students with lower language proficiency when it comes to learning a foreign language. Addressing these factors and providing support and encouragement can help increase their motivation and improve their language learning experience.

Table 3. Educators ’problems while developing students’ autonomy to learn a foreign language

Developing students’ autonomy in learning a foreign language is a key aspect of promoting student empowerment and long-term language acquisition. By implementing effective teaching strategies and creating an autonomy-supportive learning environment, educators can empower their students to become more independent and successful language learners. The benefits of autonomy in language learning are numerous, including increased motivation, engagement, confidence, and language proficiency. As the field of language education continues to evolve, it is essential for educators to prioritize autonomy in language learning and provide students with the

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