Abstract:

Linguistic self-education as a didactic category exists in the educational process, both within and outside the organized educational process. With such approach it is possible to consider linguistic self-education as a link between all forms of continuous foreign language education. Other components of the system of foreign language education are the approaches to learning, goals and objectives, content, process, principles, methods, tools, organizational forms of learning. These components are intended to achieve the goal of foreign language education in the context of our research to create a culture of linguistic self-education.

The culture of linguistic self-education is considered in the study as an integrative personal formation, which is a unity of linguistic self-education knowledge, methods of linguistic self-education activities and certain qualities that define a high level of ability and willingness to continuous linguistic self-education. Through linguistic self-education a person is not only attached to the foreign language culture, mastering new knowledge and experiences through a variety of relationships, as is the case with self-learning, but also creates a new image of “Me”, improving own personal qualities (psychological, social, and so on) and transforming themselves and their surroundings. The essence of linguistic self-education as a process is disclosed on the basis of philosophical ideas of independent development of a person, as an internal mechanism of change, including all processes of “self”: self-knowledge, self-determination, self-actualization, self-improvement, self-realization. In the structure of the system of foreign language education the linguistic self-education of a student, learning a foreign language, acts as an autonomous subsystem that promotes personality with a high level of culture of linguistic self-education, individual models of linguistic self-education activities and readily formed a continuous perspective for linguistic self-education.

The choice of approaches to a culture of linguistic self-education when learning a foreign language in high school due to the desire to discover the essence of the process from different perspectives, thoroughly promotes integrative result – the development of student’s personality.

The analysis of scientific ideas about the development of personality revealed, in accordance with the purpose of our study, three main areas: mental, spiritual, social. In this case, the mental development (motivational, emotional, volitional) involves changing the quality characteristics of mental states that it is possible by relying on the synergetic approach; spiritual development involves changing the qualitative characteristics of human thought forms, achieved in the process of building a culture of linguistic self-education, based on subject-activity approach; social development (environment) causes the change of the qualitative characteristics of personal experience (behavior) achieved through the cultural approach. The systematic approach was elected in order to organize the processes occurring in the formation of culture of linguistic self-education.

Keywords:

Linguistic self-education, continuous foreign language education, integrative personal formation, independent development of a person, subject-activity approach.