Methodological approaches and pedagogical conditions of the educational autonomy formation in students - Natives of Yakutia

U. S. Borisova, North-Eastern Federal University
G. M. Parnikova, University of North Florida


The purpose of the article is to present the results of the authors’ study on the justification of the creation of the theoretical concept of formation of educational independence of students in a nonlanguage educational establishment by means of a foreign language. Experimental research work is organized on the basis of the Federal University located in the North-East of Russia. This study was conducted in accordance with the main directions of Russian methods of teaching foreign languages in non-language high schools at the present stage of development of society: focus on international requirements and standards in the field of higher education; lifelong learning; professional orientation of the foreign language learning content; changes in the correlation between the classroom and students’ autonomous work; differentiation and individualization in teaching foreign languages. Analysis of the works by foreign researchers regarding academic autonomy, academic independence and self-study confirms the relevance of the formation of educational independence of students of non-language high schools through a foreign language. The development of educational independence of students - natives of Yakutia provides for the implementation of the aggregated theoretical propositions in foreign language learning, related to the humanistic paradigm of education, close interrelation of activities and of the formation of the individual personality, taking into account the specific features of this category of students to reduce the difficulties in learning a foreign language at a high school.