Higher education establishments students professionally oriented English communication skills and abilities of autonomous learning development

Abstract

The article considers the issue of expanding knowledge, developing skills and abilities of autonomous learning of professionally oriented English communication of students of higher education establishments. The definition of “autonomous learning of professionally oriented English communication” is presented as a free, self-selected and managed, internally motivated learning activities to master professionally oriented English communication, which involves students to follow the established procedure: defining the purpose and objectives of educational activities, giving this activity personally meaningful content, subordination of other interests and forms of employment to achieve the set purpose, self-organization in definition of educational actions and time of performance and self-control of their performance. Examples of tasks for expanding knowledge and developing skills of autonomous learning are demonstrated. A set of abilities of autonomous learning of professionally oriented English communication is presented, which includes: the ability to formulate goals and plan educational activities; methodological skills; reflexive and evaluative skills; corrective skills. The stages of autonomous learning are characterized, namely: preparatory; choice of purpose and mode of action; effort regulation and planning; reflexive. A system of exercises and tasks for the development of autonomous learning skills has been developed, which is the ratio of the stages of autonomous learning with groups of exercises and the content of tasks aimed at developing skills in autonomous learning of professionally oriented English communication. It is determined that the educational autonomy of students is limited and involves active cooperation of students and teachers in the educational process and can be characterized by three sub-levels: receptive, reproductive and productive.