Interaction and Autonomy in Foreign Language and Culture Studies

Olga Vladimirovna Putistina, Elena Nikolaevna Kvasyuk, Oksana Viktorovna Savateeva

Özet


The article focuses on the problem of developing interactive and autonomous skills of the future teachers of foreign language and culture within the university educational programme. The study evaluates the effectiveness of interactive activities in promoting learners’ autonomy of pre-service teachers in the course of English language and culture studies at university and provides teaching tips for implementing the interactive model in language teachers’ education. The research adopted a pretest-posttest quasi-experimental method design and the effectiveness of interactive language classroom model was measured against a traditionally taught class with the help of self-evaluation charts based on a Likert-type scale. The findings of the experimental teaching revealed a higher level of self-beliefs of respondents of the experimental group about the development of their autonomous skills and professional confidence in their education in foreign language and culture, which indicated the effectiveness of interactive activities in developing learners’ autonomy and a correlation between interaction and autonomy in linguistic and cultural studies. It was concluded in the experimental study that autonomy as a personal characteristic can be developed through interactive practice in and outside the classroom, and the interactive model of teaching can be successfully integrated into the concept of autonomous language and culture studies.


Anahtar Kelimeler


Interactive activities, Autonomy, Self-evaluation, Language and culture studies, Teachers’ education.

Tam Metin:

PDF (English)

Referanslar


Benson, P. & Voller, P. (1997). Autonomy and Independence in Language Learning. Harlow: Longman.

Cousinet, R. (1967). La formacion del educator. Losada.

Dam, L. & Gabrielsen, G. (1988). Developing learner autonomy in a school context: A six year experiment beginning in the learners’ first year of English. In H. Holec (ed.), Autonomy and self-directed learning: present fields of application, (pp. 19-33). Strasbourg: Council of Europe.

Freinet, C. (1946). L’ecole moderne française. Paris: Ophrys.

Gulbinskiene, D.; Masoodi, M. & Šliogeriene, J. (2017). Moodle as virtual environment in developing language skills, fostering metacognitive awareness and promoting learner autonomy. Pedagogika, 127(3), 176-185.

Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.

Hutchins, E. (1995). Cognition in the wild. Cambridge: MIT Press.

Hwang, W. Y.; Hsu, J. L.; Tretiakov, A.; Chou, H. W. & Lee, C. Y. (2009). Intra-action, Interaction and Outeraction in blended learning environments. Educational technology & Society, 12(2). Retrieved September 14, 2017, from https://www.j-ets.net/ets/journals/12_2/16.pdf

Koriakovtseva, N. F. (2002). Sovremennaia metodika organizatsii samostoiatel’noi raboty izuchaiushchih inostannyi iazyk [Modern methods of organizing learners’ independent work in language learning]. Moscow: ARKTI.

Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational technology & Society, 20(1). Retrieved January, 2018, from https://www.jstor.org/stable/jeductechsoci.20.1.211?seq=1#page_scan_tab_contents

Little, D. (1990). Autonomy in language learning. In I. Gathercole (ed.). Autonomy in Language Learning (pp. 7-15). London: CILT.

Little, D. (2000). Learner Autonomy and Human Interdependence: some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In B. Sinclair, I. McGrath, & T. Lamb (eds.). Learner Autonomy, Teacher Autonomy: Future Directions (pp. 15-23).

Littlewood, W. (2003). Communicative Language Teaching. Cambridge: Cambridge University Press.

Putistina, O. V. (2015). Interaction in the Concept of Autonomous Language Learning. Journal of Siberian Federal University. Humanities & Social Sciences, 8(9). Retrieved October, 2017, from http://elib.sfu-kras.ru/bitstream/handle/2311/19803/14_Putistina.pdf;jsessionid=A8C1D7D2FFAE9D0A7A800D0B9F4532DF?sequence=1

Sjøberg, S. (2010). Constructivism and learning. In P. Peterson, E. Baker, & B. McGaw (eds.). International Encyclopaedia of Education (Vol. 5, pp. 485-490). Oxford: Elsevier.

Stern, H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.

Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15, 171-193.

Van Lier, L. (1996). Interaction in the Languages Classroom: Awareness, Autonomy and Authenticity. Harlow: Longman.

Vygotsky, L. S. (1962). Thought and Language. MA: Harvard University Press.




DOI: http://dx.doi.org/10.7596/taksad.v8i2.2067

Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2019 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.