Autonomous Learning: Recent Technologies in University
Authors:   Department of German Language and German Language Teaching Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia., Bystray* Yelena , Zassedateleva M. G. ,   Department of the German Language and German Language Teaching Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia., Belova L. A. ,   Department of the German Language and German Language Teaching Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia., Shtykova T. V. ,   Department of the German Language and German Language Teaching Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia., Orlova I. A. ,   Department of the English Language and English Language Teaching Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia.
Published: December 2019

Introduction. The article discusses the pedagogical conditions associated with the formation of autonomous learning skills in students of the faculty of foreign languages. The purpose of the article is to describe the developed model of the formation of autonomous learning skills in relation to teaching a foreign language, to theoretically substantiate it and to show the effectiveness of the model in the course of experimental work. Materials and methods. The main research methods include the following: an analysis of research on the problem under study, as well as regulatory and legislative acts of the Russian Federation on higher professional education; the method of pedagogical project; diagnostic methods, including observation, questioning and testing; data processing methods. Results. The results of the pedagogical experiment revealed that the indicators of the development of skills for autonomous learning in the experimental and control groups were different. In the experimental group after the formative experiment, students had a higher level of the formation of autonomous learning skills than students in the control group, where classes were held according to a standard program. Analysis of the results of the pedagogical experiment confirmed that the formation of autonomous learning skills in students of the faculty of foreign languages is possible with the introduction of the developed model and the implementation of the pedagogical conditions necessary for its successful functioning. Discussion. It is emphasized that the formation of autonomous learning skills in students of the faculty of foreign languages will be effective if an appropriate model is formed and pedagogical conditions of functioning of the model are determined, scientifically substantiated and implemented when teaching a foreign language. Conclusion. The pedagogical experiment showed that in the experimental group, where the formative experiment was conducted, including testing the developed model, significant qualitative changes were noted, in contrast to the control group, in which the experiment was not conducted. Highlights: a model for the formation of autonomous learning skills among students of the faculty of foreign languages has been worked out. It is presented in the form of an integral set of interrelated and coordinated structural components: targeted, informative, effective.