ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ НАВЧАЛЬНОЇ АВТОНОМІЇ СТУДЕНТІВ У ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ

Abstract

The article considers a topical problem of creating the necessary psychological and pedagogical conditions for the development of learner autonomy of students in the process of acquiring professional competence of future school teachers in universities in Ukraine. Based on the analysis of professional literature and observations of the educational process in the courses «Practice of oral and written English» and «EFL Methodology» at the Foreign Languages Faculty at Nizhyn Gogol State University, Ukaraine, approaches and ways of dealing with the problem of forming students’ responsibility for their own learning are proposed: creating a favorable learning environment, developing the ability to reflect and transfer this behavior beyond the learning environment, students’ awareness of the structure of the course, educational goals, content, forms of control and the necessary learning strategies, knowledge of existing theories and approaches to learning and mastering a foreign language, creating opportunities for choice and decision making, development and support of positive motivation to study, introduction of active and interactive forms and methods of teaching, peer teaching, self-assessment, involvement of students in scientific work and philological research, changing the role of the teacher and acquiring the function of assistant, facilitator in education. Specific methods, techniques, recommendations for creating these conditions are offered. Possible risks and complications, which in the process of development of learner autonomy are associated with the tendency of teachers and students to use traditional forms of learning and teching, the lack of educational materialsthat promote the development of autonomous student behavior. are considered