Theme: learner-centred approaches to teaching and learner autonomy contents: introduction

CONCLUSION

The practice of teaching German and French languages in various non-linguistic higher educational institutions shows that the lack of intrinsic motivation is one of the key obstacles to the mastery of foreign language communicative competence of students. In our country, students are too dependent on the teacher [10]. Therefore, teachers should pay attention to how to help students develop learning autonomy and how to stimulate their intrinsic motivation.

Faye Rollings-Carter singles out strategies that can help to build an autonomous learning environment:
Cooperative learning in pairs or small groups;
Problem-based learning situations that require students to use their knowledge to create solutions for specific situations;
Writing in journals and reflecting on what, why, and how they learn;
Assembling portfolios that document their learning process over a period of time;
Using rubrics that include the learner’s individual expectations and a self-assessment component;
Peer assessment that allows students to evaluate each other using rubrics and clearly stated objectives [11].
Different levels of foreign language communicative competence is one of the key problems in teaching. The problem of such groups is that up to thirty or more students with different levels of motivation can learn. This problem in terms of autonomous learning can be solved by using a two-level/multi-level textbook [12].
Enhancing of learning is a concept relating to the activities of teachers and learners, a process aimed at achieving a state of activity of the subject, identifying this ability. Within pedagogy activity of the teacher is aimed at accelerated transfer of essential knowledge and guidance, at the development of abilities and skills, the formation of creative independence of an individual student and group. Student activity, respectively, aims to accelerate the assimilation of knowledge and skills.
The development of students’ involves the use of metacognitive strategies [13, 14], among which there are: planning of the actions in carrying out educational tasks; setting interim targets; adequate self-reflection; self-esteem; flexibility to choose the desired learning strategies. The development of these strategies prepares students for autonomous learning.
The main task of the teacher in the implementation of this principle is to help each student realize their individual way of language acquisition. An important factor in the success of mastering a foreign language is an autonomous student in the specific learning situation, and in the context of further lifelong learning. This personal quality is associated with the formation of the student’s readiness and habit to work independently with the language, to make their own independent decisions and take responsibility for them in the course of learning. Therefore, the learning process should motivate each student to independent and active implementation learning activities, to conscious assessment of his verbal experience and, if necessary, its conscious correction. This is facilitated by such learning technologies that provide students with the opportunity to acquire in the most convenient and efficient for each of these learning strategies and use them both in class, and working independently on the language
Thus, modern learners are not waiting for instructions from the teacher, and are capable of organizing their own learning. The role of the teacher in conditions of autonomous learning is reduced to the role of mentor, tutor, supervisor and counselor, who helps students choose the best way to study a particular phenomenon.