Магистрант Әліпхан Г.М., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

DEVELOPMENT OF STUDENTS’ AUTONOMY IN THE PROCESS OF FOREIGN LANGUAGE TEACHING IN HIGHER PEDAGOGICAL INSTITUTION

The problem associated with the development of autonomy, i.e. students’ independence in the a foreign language learning, today is particularly acute, because in a non-linguistic university, a foreign language, unfortunately, to this day is a discipline for which the minimum number of hours is allocated according to the curriculum, and the modern requirements for the training of non-language subjects at the university assume the formation of the student’s personality not only as an subject for academic, but also a future professional activity.

In the context of the high growth rates of international trade and the increasing involvement of countries in the world economy, the role of the language personality, capable of improving one’s own level of knowledge of a foreign language through active participation in communicative cognitive activities, i.e. in intercultural communication and cognition is especially growing.

Development of autonomy is essential in the training of future professionals. Such autonomy will be defined as a communicative and psychological readiness and capacity for independent, responsible mastery of a foreign language, as well as planning and implementation of foreign language activities.

The development of computer technology, especially Internet technology, provides a powerful impetus to the development of all mankind. One such technology is the technology of “Web Quest” (a special type of search activities that students would be able to carry through the Internet).

Web Quest as an educational technology based on this approach to learning, which takes place during the construction of the new. According to this approach, the teacher becomes consultant, organizer and coordinator of problem-oriented research, teaching and learning activities of students.

Teacher creates conditions for self-intellectual, creative activities of students and supported their initiative. In turn, the students are equal “partners” of the learning process, sharing with his teacher responsible for the process and learning outcomes.

During the organization of students’ work the following objectives are realized over the Web Quest:

1. Educational - the involvement of each student in an active learning process.

2. Developing - development of interest in the subject, student`s imagination, creative abilities of students; the skills of research work, public speaking skills of independent work with literature and Internet - resources; broaden their horizons, learning.

3. Upbringing- upbringing of tolerance, personal responsibility for the performance of the chosen work.

Working on Web Quest, the students are full of motivation to get acquainted with authentic material, which allows students to explore, discuss and consciously build new concepts and relations in the context of real-world problems by creating projects that have practical significance.

Specificity Web Quest once again proves its broad capabilities in relation to foreign language learning. According to many teachers, successfully implementing web quests in the learning process, this technology provides three basic components of a productive language learning: problematical, authenticity and interactivity, which is a leading factor in learning a foreign language. Web Quests allow students to receive information orally and in writing (reading web pages or participate in a discussion in the target language). The interactivity of language proficiency test held immediately, enriching at the same time with new content. All this contributes to the development of fluency, accuracy in the use of language and at the same time enriching the vocabulary.