Abstract. The priority role of modern information technologies in the field of teaching foreign languages with elements of distance learning based on the principles of individualized learning is considered. The relevance of the study is due to the acute demand for new approaches to the sources of self-development, characterized by a set of properties that allow continuous updating of knowledge. Students are becoming more aware of themselves as the subject of educational process. The concept of independent learning embraces various forms of material presentation, making e-learning not only mobile, but also adapted to the pace of everyday life. The student’s involvement in the digital environment makes scientific research focus on the ability to work independently with a large amount of information, and, therefore, the subject of this study is independent work based on the principles of distance digital learning. The main objective is to summarize the methodology developed and tested by the authors in several Russian universities concerning the organization of students’ independent work, which increases the regulation of self
education in the field of foreign languages. The methodological basis of the study was the works by A. McAuley, B. Stewart, G. Siemens, D. Cormier and others, devoted to the development of technological components of self-study training, which is provided by open interfaces, modularity, cloud storage of training materials. It is revealed that with the absolutization of information technology, there is a risk of succumbing to the illusion of smart intelligence as a decisive one. The assumption that if a person has access to technologies, he actively uses them, is not valid. The study has shown that a fairly large number of students of different ages are consciously not using distance technologies, being fully aware of their functions. The results of the study also show constantly changing multidimensional vision, the dominance of visualization. The conclusion is made about the emerging digital culture as a continuously moving space of visual flows, in which electronic courses significantly expand the teacher’s opportunities, giving free rein to students in the creative implementation of selflearning methods.
Keywords: independent work, self-education, creativity, selfstudy strategies
Marina E. Ryabova1, Lyudmila A. Egorova2, Irina V. Vashunina3
1, 2, 3Peoples’ Friendship University of Russia
¹e-mail: email@example.com ORCID id: 0000-0001-8728-3629
2e-mail: firstname.lastname@example.org ORCID id: 0000-0002-5159-1512
3e-mail: email@example.com ORCID id: 0000-0002-3482-8215
Asher, J. 1982. Learning Another Language through Actions: The Complete Teacher’s Guidebook. Sky Oaks Production, Los Gatos, California, USA, 117 pp. Benson, P. 2000. Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner Autonomy, Teacher Autonomy: Future Directions. Longman, London, UK, pp. 111-117. Brown, H. D. 2014. Principles of Language Learning and Teaching. 6th edition. Pearson Education, New York, USA, 394 pp. Brückner, C. 2011. Internetbasiertes Lernen und Arbeiten im Fremdsprachenunterricht – Herausforderungen und Chancen. ForumSprache 5: 132-138. Deng, C., Carless, D. 2009. The communicativeness of activities in a task-based innovation in Guangdong, China. Asian Journal of English Language Teaching 19: 113-134. Dickinson, L. 1987. Self-instruction in language learning. Cambridge University Press, Cambridge, UK, 208 pр. Holec, H. 2008. A brief historical perspective on learner and teacher autonomy. In T.E. Lamb, H. Reinders (Eds.) Learner and teacher autonomy: Concepts, realities and responses. Volume 1. John Benjamins Publishing Company, Amsterdam, The Netherlands, pp. 3-5. Holmberg, B. 1989. Theory and Practice of Distance Learning. Routledge, London, UK, 246 pp. Koryakovtseva, N. F. 2018. Productive language education as an implementation of a developing educational paradigm. Inostrannyye yazyki v shkole 2: 2-10. Littlewood, W. 2002. Communicative Language Teaching. Cambridge University Press, Cambridge, UK, 108 pp. McAuley, A., Stewart, B., Siemens, G., Cormier, D. 2010. The MOOC Model for digital practice. http://www.davecormier.com/edblog/wpcontent/uploads/MOOC_Final.pdf [Accessed February 12, 2020] Mirolyubov, A.A. 2002. The history of Russian methods of teaching foreign languages. STUPENI, INFRA-M, Moscow, Russia, 448 pp. Richards, J. C., Rodgers, T.S. 2001. Approaches and Methods in Language Teaching. Cambridge University Press, Cambridge, UK, 270 pp. Ryabova, M. E. 2008. Multimedia technologies in the students’ independent work when teaching foreign languages. Integratsiya obrazovaniya 2: 24–30. Scrivener, J. 2005. Learning Teaching. A Guidebook for English Language teachers. 2-nd. ed. Macmillan Education, 2Oxford, UK. 431 pp. Willis, D. 2003. Rules, Patterns and Words: Grammar and Lexis in English Language Teaching. Cambridge University Press, Cambridge, UK, 238 p. Zimnyaya, I. A. 2012. Competence and competency in the context of the competency-based approach in education. Inostrannyye yazyki v shkole 6: 2-10.