THE INDEPENDENT WORK IN A FOREIGN LANGUAGE FOR TEACHING SELF-DIRECTED LEARNING

Introduction. The problem of developing skills in self-directed learning in teaching a foreign language in students of non-linguistic specialties is particularly relevant under conditions of distance or hybrid education. Aim and objectives. The aim of this article is to investigate the correlation of the concepts of “self-directed learning” and “independent work” in teaching a foreign language and to determine the role of the teacher in the organization of independent work of students.Materials and methods. In examining the problem the authors have chosen research methods as follows: 1) theoretical: analysis of psychological, pedagogical and methodological literature, analysis of normative documents defining the educational policy of the Russian Federation; 2) empirical: studying the experience of foreign language teaching at the university, monitoring of the academic process of foreign language at the university, surveying of students and teachers; 3) statistical methods.Results and discussion. The correlation of the concepts of “independent work” and “self-directed learning” is considered. A practical study is presented. The teacher role in organizing independent work and in the process of forming the ability of students for self-directed learning in teaching a foreign language is determined. The subjectness of student is considered.Conclusion. The teaching on the basis of self-directed learning optimizes the educational process at the university, both in the conditions of traditional and hybrid learning. It will increase the professional value and competitiveness of university graduates in the Russian and international labor market.

independent work, independence, self-directed learning activities, tasks of higher education teacher, foreign language at the university