Abstract
The article focuses on the problem of developing interactive and autonomous skills of the future teachers of foreign language and culture within the university educational programme. The study evaluates the effectiveness of interactive activities in promoting learners’ autonomy of pre-service teachers in the course of English language and culture studies at university and provides teaching tips for implementing the interactive model in language teachers’ education. The research adopted a pretest-posttest quasi-experimental method design and the effectiveness of interactive language classroom model was measured against a traditionally taught class with the help of self-evaluation charts based on a Likert-type scale. The findings of the experimental teaching revealed a higher level of self-beliefs of respondents of the experimental group about the development of their autonomous skills and professional confidence in their education in foreign language and culture, which indicated the effectiveness of interactive activities in developing learners’ autonomy and a correlation between interaction and autonomy in linguistic and cultural studies. It was concluded in the experimental study that autonomy as a personal characteristic can be developed through interactive practice in and outside the classroom, and the interactive model of teaching can be successfully integrated into the concept of autonomous language and culture studies.
Highlights
The concept of autonomous learning in professional education has gained prominence in recent years all over the world
The present study provided the feedback on the role of interaction in the concept of language learner autonomy in terms of developing future teachers’ professional competence
This paper reports the idea that interaction and autonomy as the learners’ abilities must be integral constituents of the professional competence of a teacher of foreign languages
Summary
The concept of autonomous learning in professional education has gained prominence in recent years all over the world. The relevance of the topic of developing learners’ autonomy in foreign language and culture studies is revealed by the modern European standards and programs of education. Extensive researches have been conducted to define autonomy as a pedagogical, psychological or cultural phenomenon, to formulate the basic principles of developing learners’ autonomy in foreign language and culture studies. Though despite a rapid rise of the topic in popularity, there are relatively few studies on the specifics of implementing the concept of autonomous learning in foreign language teachers’ education. The problem of how autonomous language and culture learning can correlate with the development of such constituents of the professional competence of teachers as social interactive skills requires more research. Improving pre-service teachers’ autonomous experiences in foreign language and culture studies through interaction must be among the major concerns of higher pedagogical education
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