Abstract
The article deals with the problem of autonomous training in general and autonomous training in contemporary higher education. An analysis of terminology related to the issues of autonomy of the educational process is presented; the different approaches to the implementation of autonomous training in native and foreign pedagogy are discussed. Also the history of the development of this problem is analyzed. On the one hand, independent training is seen as a way of the organization of the independent students work outside of the classroom; on the other hand – as the ability of the individual to self-government and self-reflection in the training process. It is emphasized that training can be both massive and remote. Autonomous training can be viewed as a special system of organization of educational activity based on the ability to learn. In addition to CALL (Computer Assisted Language Learning) programmes there has been an increasing spread of CMC (Computer Mediated Communication) technologies, such as teleconferencing, email, blogs, wikis, instant messaging, chat, which creates autonomous learning environments. In this context “the different curricular roles for technologies can be described as blended (i.e. using technologies as a supplement to classroom instruction), hybrid (i.e. providing instruction both in class and on line), and completely online language learning”. The question arises, if the foreign language learner can take the full advantage of these technologies to foster language learning and language use, if he or she possesses effective language learning techniques to benefit from the use of new technologies, if he or she can exercise autonomy in the internet domain to make language learning productive. Obviously, for the online language learner in autonomous learning environments it is not so much a matter of computer skills as the skill to learn a new language and culture.
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