Дисертація є першим комплексним дослідженням розвитку автономного
навчання іноземних мов у вищих закладах освіти Великої Британії другої половини
ХХ − початку ХХІ ст. Виявлено теоретико-методологічні засади, проаналізовано
соціально-економічні, суспільно-політичні та освітньо-організаційні передумови
його становлення, обґрунтовано процес розвитку теорії і практики автономного
навчання в університетах Великої Британії. Розроблено періодизацію еволюції
досліджуваного феномену у визначених хронологічних межах. У відповідності до
виділених історичних етапів визначено особливості та тенденції розвитку
автономного навчання іноземних мов.
На основі актуалізації британського досвіду, з урахуванням багатоманітності
зарубіжних моделей автономного навчання іноземних мов розроблено авторську
універсальну схему його організації з метою використання в освітньому процесі
вищої школи України.
Диссертация является первым комплексным исследованием развития
автономного обучения иностранным языкам в высших учебных заведениях
Великобритании второй половины ХХ − начала ХХІ вв. Выявлены теоретико-
методологические основы, проанализированы социально-экономические,
общественно-политические и образовательно-организационные предпосылки его
становления, обоснован процесс развития теории и практики автономного обучения
в университетах Великобритании. Разработана периодизация эволюции
исследуемого феномена в обозначенных хронологических рамках. В соответствии с
выделенными историческими этапами определены особенности и тенденции
развития автономного обучения иностранным языкам.
На основе актуализации британского опыта, с учетом многообразия
зарубежных моделей автономного обучения иностранным языкам, разработана
авторская универсальная схема его организации с целью использования в учебном процессе высшей школы Украины.
The dissertation is the first comprehensive research of autonomous second language
learning development at higher educational institutions of Great Britain in the second half of XX – beginning of XXI century. Theoretical and methodological principles, socio-economic, socio-political prerequisites of development, major trends and the dynamics of
autonomous second language learning concept in the UK are well-founded.
It was defined that the idea of the autonomy takes its origin from ancient
philosophy, where autonomy was viewed through the prіsm of liberty and freedom of
harmonious personality. Since the mid eighteenth century the idea of autonomy became
among the top priorities of Western liberal thought. New socio-political and economic
factors have emerged in Great Britain after World War II: in particular, the collapse of the
British Empire, the British Commonwealth of Nations citizens` mass migration to the
country, the shortage of skilled manpower, Higher Education reform, the revival
movement of numerous ethnic, religious and linguistic organizations, a reaction against
behaviorism, the development of adult education, the innovative educational technologies
and technical training, increased demand for foreign languages learning, language
software commercialization, rapid growth in the number of students.
The periods of autonomous second language learning evolution development in
Great Britain are identified in the sequence and relationship of three stages: 1) Genesis of
the concept − prerequisites (1954 − 1969); 2) The formation and development of the
concept, its association with the individualization of education (1970 − 1989); 3) Rapid
development and attention to the concept under influence of innovative pedagogical
technologies and interactive means of learning (1990 – 2011).
It was found that among scientists there is no single, comprehensive understanding
of the category "autonomy". But the main feature of this phenomenon is the freedom from
external compulsion and ability to make decisions independently. Autonomous learning as
the pedagogical category considered as the process when the student personally organizes,
classifies, reflects, assesses own learning environment, with/without assistance (depending
on the level of learner autonomy) teacher`s directing or guidance. This learning is
grounded on the personal needs which are based on the student's knowledge, his/her
professional, autonomous, linguistic shaped competence, ability to identify opportunities,
objectives and personal learning goals, as well as to choose the appropriate curriculum,
methods, learning strategies and styles, tools, techniques, ability to define deadlines and,
in particular, to create and organize this learning process so that its prospective result
could be acquired knowledge, experience and developed learner autonomy (its next level).
It was defined that there are lots of terms that are often associated with the notions
of autonomous learning/ learner autonomy. All these terms describe different degrees and
methods of self-learning. Consequently, all of these phenomena are considered to be
semantically close. The terms self-directed learning and self-education are the closest to
the studied category,
The task of a teacher in the system of autonomous learning is students’ level of
learner autonomy developing to become active, responsible, competitively qualified
specialist, to teach students to acquire their own most effective learning resources, to learn
how to learn, to create a climate of cooperation, mutual respect, common help and support.
Another task of a teacher is the development of learning strategies and styles for
promoting the ability to plan, manage, evaluate, monitor autonomous learning and make
the right decision. The ability to plan, to take responsibility and to reflect autonomous
learning helps to train and update knowledge which is necessary for life.
It was designed an author's universal scheme of autonomous second language
learning organization with the purpose of its implementation into the educational process
of the Ukrainian higher education. The scheme was developed on the basis of autonomous
learning models by British scholars.
Analysis of learner autonomy historical prerequisites, theory and practice allows to
assert that the previous experience of the researching subject confirms the need to appeal
to the development of theoretical and practical ways for introducing and implementing this
concept to the national Ukrainian educational system. It is seen to be central to the
achievement of the lifelong learning in order to meet the fast changing needs of the global world.
