Preparing technical university students for self-study of a foreign language

Abstract

Problem. The development of student autonomy in learning a foreign language (FL) is an important aspect of the theory and practice of foreign language teaching, since the study of FL does not complete in the classroom, but should continue throughout life, and the task of the teacher in the process of formal education is to help students develop useful and lasting language habits for effective independent work. Goal. Identifying and substantiating the main pedagogical components, the implementation of which ensures successful FL autonomous learning by students of a technical university. Methodology. Based on the analysis of literature and our own experience, the following components of the successful development of student autonomy in learning FL were identified, such as the presence of positive motivation; the role of the teacher in developing autonomous learning skills; availability and accessibility of resources that enable autonomous learning; mastering self-education strategies; skills in modern information and computer technologies; using the flipped classroom approach. Results. The essence and importance of each of the components that ensure successful FL autonomous learning by technical university students are revealed, namely: the main intrinsic motive that determines the quality of learning is cognitive interest; teachers are expected not only initiate autonomy, but also teach students to be autonomous, help them choose the most effective self-learning strategies, draw up a long-term plan for self-education, teach self-assessment and reflection; learning resources should have high educational potential; it is necessary to widely use the advantages of multimedia Internet resources, including mobile ones, which provide opportunities for the development of necessary language skills, as well as the individualization of learning taking into account the interests and abilities of language learners; students should be familiarized with the widest possible range of strategies so that they can choose those that suit their psychotype, correspond not only to their goals and objectives, but also to their time and physiological capabilities; the use of the flipped classroom approach allows students to master the material at their own pace, thanks to video lectures that are always available on the Internet. Originality. The main components of the educational process are identified and characterized, which make it possible to purposefully prepare students for FL self-study. Practical value. Conclusions and practical recommendations of the article will help teachers of a foreign language to structure their activities in preparing students for independent mastery of a FL, focusing on the components highlighted in the article.