ШЛЯХИ ОПТИМІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ В ПРОЦЕСІОВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ У ВИЩІЙ ШКОЛІ

Abstract

The article is devoted to the organisation of students' independent work in higher education in the process of learning a foreign language. Students' independent work is identified as a key factor in the formation of self-education skills and the ability to learn throughout life. In the course of the study, three independent but interrelated parties involved in the process of self-learning of students were identified: student(s)-teacher-information technologies. It is defined that properly organized independent work of students allows them to process large amounts of information, in particular, to work with authentic foreign language sources in the process of mastering foreign language competence. It is proved that the prerequisites for high-quality independent work can and should be formed in the process of classroom work, which in its turn distinguishes a separate function of classroom teaching: preparation for independent work of students. It is stated that students' independent work cannot be separated from classroom work, since it is in the classroom that the teacher uses pedagogical tools to influence the student in order to increase his or her level of confidence and encourage independence. It is emphasised that the task of face-to-face learning is to form basic knowledge and skills, as well as the necessary potential for independent work of the student in future, while having independent learning. The course “Foreign Language for Professional Purposes” chosen for the study is the basic course in learning a foreign language (English) for students of the Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, therefore, it has been chosen for our study. Based on the results of a preliminary survey of students, we tested the latest technology for organizing students' independent work called “Puzzles”, which accumulates and presents information on English-speaking countries in various fields. Moreover, the areas of work can be selected from a list or suggested by the student and included in the list. Thus, independent work can coincide with the realisation of students' wishes and interests, which in its turn became a driving emotional factor in student motivation.