The organization of autonomous foreign languages learning for the profile school seniors

In this paper the author of the research emphasizes that at the present moment foreign language learning is very relevant, a number of new requirements to the level of a foreign language (FL) are put forward before the pupils, as a result of which new technologies aimed at intensifying the process of FLlearning appear. Thus, autonomy is a new way of organizing students’ learning and the educational activity. The very concept of ‘autonomy’ has a broad meaning, in this regard, in our scientific work we consider the concept of ‘learning autonomy’. The researcher understands learning autonomy as a special organization of students’ in-class and extracurricular activities when students plan their own actions independently, actively acquire the foreign language knowledge, and the teacher plays the role not only of a language teacher, but also acts as a consultant-mentor. Thanks to learning autonomy, learners self-actualize and feel themselves active participants in the process of language learning itself. The author of the article emphasizes that learning autonomy is implemented both at the lessons and during the extracurricular activities. When a language teacher prepares language tasks for autonomous learning, he/she should formulate the goals and the objectives of this learning and present them to the students. According to the author of the study, this way of learning requires the student to consult with the teacher. In turn, the teacher should advise the pupil what additional foreign language material and to what extent they need to study. Students have to meet deadlines; they have to learn a large amount of foreign language information. Autonomous learning also implies that students independently assess how effective their learning activities are.