FORMING STUDENTS’ SKILLS OF SELF-MANAGEMENT AND SELF-ORGANIZATION OF LINGUISTIC SELF-EDUCATIONAL ACTIVITIES

Abstract

The article proves that there is an objective need to make radical changes in the content and essence of the existing system of higher education, including the field of foreign language training. It is necessary to move from a purely institutional paradigm to a self-educational one due to the fact that today’s traditional “knowledge-based” and “competence-based” format is no longer able to fully meet the needs of modern society. It is shown that the student’s linguistic self-educational activities should not be aimed only at achieving a particular result, as a specific individual practical source product, but also provide for independent organization and management of the process of achieving this result. In the course of self-management of student’s own linguistic self-educational activities, the teacher is supposed to create favorable conditions for the development of freedom and creativity, as well as for the disclosure of internal potential, which promotes the actualization of subjective qualities of the autonomous personality, capable and prepared for independent decision-making, reflective assessment and analysis of their own actions, reflection on their language, speech and learning experience, etc. Self-management is a mechanism and condition of self-organization of the individual. Self-organization not only ensures the process of linguistic self-education, but also, by structuring and streamlining this process, facilitates selecting optimal main ways to achieve the final result such as: self-organization of mental work; self-management; time management, as the ability to manage one’s own time and use resources rationally. Forming the skills of self-organization and self-management of linguistic self-educational activities should be performed in stages through pedagogical influence and be based on the student’s own experience, which he/she accumulates independently. At the initial stage, students are supposed to learn to draw up a specific plan together with the teacher, as well as a long-term and immediate program linguistic self-education based on the goal, set by the teacher. At the next stage, students are to master basic techniques of organizing and managing their own linguistic self-educational activities. At the final stage there is a final transition of managerial functions from the teacher to the student. Thus, it is possible to transform the student from a controlled object of teaching into a self-organized and self-managed subject of managing their own linguistic self-educational activities.