The role of learner’s autonomy in foreign language teaching
https://doi.org/10.18522/2658-6983-2024-4-59-70
Abstract
The article describes some features of developing student’s cognitive autonomy in foreign language learning. The paper analyzes the content of the key concept defined by different researchers. According to the article, the integrative quality of a student’s autonomy includes some structural components, such as: motivational-volitional, practice-oriented, substantive-methodical, and reflexive. The authors characterize each of them in detail. The paper presents the results of the conducted experimental research on applying the worked out model for developing students cognitive autonomy in foreign languages learning and proves that it is possible to influence effectively the process of forming cognitive autonomy of modern university students.
About the Authors
T. A. Toreyeva
Lomonosov Moscow State University
Russian Federation
Russian Federation
Toreyeva Tatiana A. – Candidate of Philosophical Sciences (PhD equivalent), associate professor Pedagogical Education dpt.
Address (work): 1, bldg. 52, Leninskie Gory, Moscow, 119991
Tel.: +7 (495) 939-32-81
L. D. Panova
Lomonosov Moscow State University
Russian Federation
Russian Federation
Panova Lubov D. – Candidate of Pedagogical Sciences (PhD equivalent), senior lecturer of Educational Technologies dpt.
Address (work): 1, bldg. 52, Leninskie Gory, Moscow, 119991
Tel.: +7 (495) 939-32-81
Mengzhu Wang
Lomonosov Moscow State University
Russian Federation
Russian Federation
Wang Mengzhu – Postgraduate Student, Pedagogical Education Department
Address (work): 1, bldg. 52, Leninskie Gory, Moscow, 119991
Tel.: +7 (495) 939-32-81
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Review
For citations:
Toreyeva T.A., Panova L.D., Wang M. The role of learner’s autonomy in foreign language teaching. The world of academia: culture, education. 2024;(4):59-70. (In Russ.) https://doi.org/10.18522/2658-6983-2024-4-59-70
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