Методика организации самостоятельной работы учащихся по иностранным языкам. Виды и типы самостоятельной работы

In contemporary educational process there is no most important and at the same time most complicated problem than the problem of self-dependent work of learners. Especially nowadays when FL education has become learner-centered according to the new paradigm of education. All over the world there is a general tendency of increasing the role of self-dependent work of the learners and consequently the increase of the time allotted to it. However, 50% of the time for self-dependent work is not effective due to the following reasons:

1) the forms and types of self-dependent work were not directly connected with the formation of competences;

2) being not sufficiently controlled it could not provide qualitative results in the achieving the aims set;

3) self-dependent work reveals the importance of motivation, organization, independence, control and self control but their psychological aspects have not yet been analyzed.

II. Self-dependent work has much potential especially when it is planned and well organized. It contributes to the extension and deepening of knowledge, formation of interest to cognitive activity, formation of skills to use different technologies of FLL.

Self-dependent work may take place in class and out of class:

1) Class self-dependent work includes drill, practical and productive, semi-productive, creative types of work.

2) Out of class self-dependent work includes traditional homework which may be reproductive, productive, and semi-productive, projects and reports.

From psychological point of view self-dependent work is a purposeful motivated activity structured and self-controlled by the individuals in the course of work and depending on the result.

Independence is one of the main features of self-dependent work.

However there are 5 levels of self-dependent work:

1) imitative and reproductive level;

2) self-dependent work is done according to the patterns given by the teacher or teacher’s book;

3) reconstructive self-dependent work;

4) evristic type-essay;

5) creative –research (project).

III. It goes without saying that for the effectiveness of self-dependent work we should have a number of strategies by which we understand steps taken by the learners to enhance the acquisition of the material involving their own learning styles.

With the help of learning strategies learners get the most out of available resources such as dictionaries and grammar books, they come to know how to work with a text, or a programme, or a project, a picture, a poem, etc.

Learning strategies are techniques or behaviors that learners consciously apply in order to enhance their learning. For example, while reading, learners may look up and record new words for later review. They may even do this in a way that helps memorization, e.g.: by writing a translation or a synonym alongside. But simply looking up a word without recording it is less a learning strategy than a reading strategy. It becomes learning when the intention is long-term learning rather than solely immediate understanding.

Learning are often grouped according to whether they are cognitive strategies, meta cognitive strategies or social/affective strategies.

1) Cognitive strategies are those that are linked to the way learners process data and perform specific tasks in the target language. For example, when learners repeat, under their breath, what they have just heard, they are using an effective cognitive strategy called sub-vocalization.

2) Meta cognitive strategies are those that are used to regulate and manage learning in general, such as this example, reported by one learner: “I sit in front of the class, so I can see the teacher’s

face clearly”. Reflecting on the learning process is also a met cognitive strategy-this may take the form of keeping a language-learning journal.

3) Social strategies those that learners use in order to interact with other learners or native speakers, such as asking for repetition or clarification.

4) Affective strategies are those that that they use to give themselves encouragements and to deal with anxiety.

IV. Autonomous learning assumes that the learner has well developed learning strategies and the development of such strategies is the aim learner training;

1. Cognitive strategies which are directed to work and study the information (revision, memorization, copying, underlining, identifying, clarifying, taking notes, paraphrasing, making up glossaries etc.)

2. Metacognitive strategies: planning, organizing materials, grouping up, classification, tables, schemes, résumé, observation, work with resources, self analysis, self control and assessment.

V. The main requirements to self-dependent work:

1) to increase number of hours;

2) a task must be controlled and well planed;

3) the forms should be various depending on the learning and cognitive styles;

4) oriented on the formation of competences;

5) must be of problem character;

6) based on modern technologies, including

7) Interdisciplinary relations with other school subjects.