Abstract:

The focus of this article is students’ autonomy, which is the basis for their further continuous self-development and self-education, and the ways of its increasing while learning a foreign language at university. A modern society demands a specialist to be highly qualified, competent, proficient in one or more languages, flexible, mobile, active, able to make independent and responsible decisions as well as be ready for continuous professional development, improvement of his knowledge, skills and abilities. Accordingly, the purpose of higher education is not only to provide members of society with knowledge that will allow them to adapt flexibly and successfully in a changing world, but also make students ready for lifelong learning. That is why in recent decades the status of the discipline “Foreign Language” in society as well as the goals, objectives, content and technologies of the practical course of teaching a foreign language in higher educational institutions have changed. However, the contradiction observed in practice between the insufficient number of hours for learning a foreign language and the requirements of modern society to the level of language training of students leads to the search for effective technologies and forms of organization of learning activities while mastering a foreign language. The aim of this article is to provide theoretical substantiation and present productive practical experience in increasing the student autonomy level while learning a foreign language at Kazan Federal University. It describes the process of modelling a holistic educational environment for the development of student autonomy based on a rhythmic combination of independent and classroom work in an integrated learning process. The complex of modern technologies including digital educational resources, conditions and possible barriers are defined. The criteria for assessing the level of autonomy are described; the results of the practical implementation of the developed model are given.

Keywords:

Autonomy, student, foreign language learning, communication, lifelong learning.