Organizational and pedagogical conditions for the formation of the readiness of future philologists to use autonomous learning in professional activities
Authors: Izhko Yevheniia 
Published: December 2023

The article deals with the actual problem of formation of readiness of future philologists for autonomous learning in their professional activity. The meaning of the concept of «readiness of future philologists to use autonomous learning in their professional activities» is defined. The structure, content and components of the phenomenon are found out and clarified. Four main components of autonomous learning were identified: motivational, cognitive, operational and reflective. Their formation provides the readiness of students for the learning autonomy. The effectiveness of training philology students to use autonomous learning in professional activities largely depends on the quality of educational materials, methodological recommendations and instructions. Methodical recommendations on autonomous learning for students of philology were created to introduce students the essence and main concepts and principles of autonomous learning. In order to develop the cognitive component of autonomous learning, it is considered as important to provide a modification of the training program for translation students in the discipline "Practical course of the main foreign language (German)" by including material and a set of topics related to autonomous learning. A list of frequently used and effective strategies has been developed, which are grouped in such a way that it is easy to gradually integrate them into the learning process. Students can use these strategies to improve their reading, writing, speaking, grammar, and vocabulary skills. It is worth noting that in order to choose the right learning strategies for students, it is important to know what their learning style is. The views of scientists regarding the classification of types of students are summarized. The most common are: visual, auditory, kinesthetic (tactile), communicative, person-oriented, media-oriented. It was established that these types in their pure form practically do not exist. As a rule, students are characterized by a mixture of types of learning with a predominance of one of them. It is pointed out the need to organize the educational process taking into account the individual learning style. It is recommended to use practical-oriented approaches in foreign language classes, when students work to achieve specific goals. The project method is well suited for this. A perfect end to the project can be a presentation or writing a piece of feedback about the work done.The interactive technology "Learning by stations" is defined as the best way to implement the idea of individualization of the educational process and practice autonomous learning skills in practice. Based on the scientific achievements of the researchers, the complex of pedagogical conditions that provide the efficiency of formation process is defined:

- integration into the content of the learning process of future philologists-translators the knowledge about the concept and essence of autonomous learning, basic learning strategies, self-control skills;

- orienting students to an individual learning style with the aim of more effective learning of the material and self-improvement;

- providing the latest methods and forms of education into the process of training future philologists.

Prospects for further research are related to the study of individual characteristics and styles of autonomous learning of philologists; focusing on ways to ensure the quality of the pedagogical dialogue between the teacher and the student in the process of autonomous learning.