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DEVELOPMENT OF AUTONOMOUS LEARNING SKILLS AMONG YAKUTIAN STUDENTS
Abstract
Background. The issues addressed in the article are of particular relevance, being in line with the main current trends in methodology of teaching foreign languages in Russia and abroad. The aim of the article is to present results of building a model of the development of autonomous learning skills among Yakut native students. Method. The research has revealed that there is a strong correlation between the content of the foreign language teaching in Russia and the development trends of the Russian society; the level of development of students' personal qualities and sets of competencies and the utilization of the potential of this academic discipline; and the demand for a young professional in a competitive labour market and her/his ability to work independently. This study presents the results of the predictive modelling of the level of development of autonomous learning skills among Yakut native students achieved through studying foreign languages. Findings. The unified all-Russian system of foreign language teaching at non-linguistic higher educational institutions does not take into account the specifics of such sub-national region as Yakutia. Therefore, the experimental research was conducted on the basis of a federal university located in the North-East of Russia. The contradictions existing in the practice of higher education in Yakutia make it highly relevant to build a model based on data related to a particular region. Each component of the model reflects its specific character and is designed to change the content and methods of foreign language teaching, taking into account the real regional situation. The developed model increases efficiency of developing autonomous learning skills among students of non-philological higher education institutions through studying foreign languages. It is an integral system consisting of the following components and clusters of elements: regional social policies (requirements of federate state standards of higher education regarding foreign language teaching at non-philological higher education institutions, strategic plans for regional development, competition in the regional labour market); strategic goals (learning objectives and principles¬); tactical elements (methodological approaches, learning environment and stages of its implementation); content components (methodology, content, techniques, forms, methods, means and approaches to teaching foreign languages at non-philological higher education institutions); assessment of results (autonomous learning components; levels, criteria and indicators of its formation); and systemic framework components (goal setting, reflection). Improvements. The research results have practical significance for linguists, methodologists and educators dealing with the issues of training non-linguistic specialists of native background with foreign language skills.
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