This paper analyzes the development of linguistic self-study among university students as one of the innovative trends in pedagogical practice. The author justifies the need to revise the goals, organization, content, teaching techniques and quality requirements of professional linguistic education in accordance with the current stage of social development in Russia and tendencies in higher education and describes the essence and general trend in the development of linguistic self-study culture based on the philosophical idea of human self-development as a mechanism of internal change. Special attention is paid to the description of meaningful and cumulative human ability to educate oneself using a foreign language. The paper considers the structural and parametric components of linguistic self-study as a source of personal and professional growth and analyzes external and internal characteristics of independent learning behavior as a personal quality affecting the level of personal self-awareness. A special emphasis is placed on the importance of self-identification contributing to students’ involvement and active participation in the learning porcess. The author also considers praxeological aspects in the development of self-study foreign language practices along with the theoretical and methodological basics. Based on the functional analysis of self-study activity, the paper describes the way self-study skills are acquired by university students and considers a classification of strategies providing for the choice of the strategy appropriate for particular conditions of self-development. The analysis of theoretical and empirical data showed correlations between sociocultural, didactic, and personal levels of self-study. These correlations, being a complex of stable links and principles (social, didactic, special), specify the requirements to organizing the process of life-long learning with the help of a foreign language.
kul'tura lingvosamoobrazovaniya, samoobrazovatel'naya deyatel'nost', samostoyatel'nost', strategii lingvosamoobrazovaniya, zakonomernosti, principy
1. Abul'hanova-Slavskaya K. A. 1980. Deyatel'nost' i psihologiya lichnosti. Moskva: Nauka.
2. Bobykina I. A. 2011. Formirovanie kul'tury lingvosamoobrazovaniya pri obuchenii inostrannomu yazyku v vysshey shkole: koncepciya i metodika. Chelyabinsk: Enciklopediya.
3. Giniatullin I. A. 1990. Samostoyatel'naya uchebnaya deyatel'nost' po ovladeniyu inostrannym yazykom na special'nom fakul'tete: uchebnoe posobie k speckursu. Sverdlovsk: Sverdlovskiy gosudarstvennyy pedagogicheskiy institut.
4. Koncepciya modernizacii rossiyskogo obrazovaniya na period do 2010/2025 goda //www.giop.ru (2015. 05 yanv.).
5. Leont'ev A. N. 2004. Deyatel'nost'. Soznanie. Lichnost': uchebnoe posobie. Moskva: Smysl; Akademiya.
6. Leont'ev A. A. 2007. Yazyk, rech', rechevaya deyatel'nost'. Moskva: URSS: KomKniga.
7. Maslou A. 1999. Motivaciya i lichnost'. Perevod s angl. Tatlybaeva A. M. SPb.: Evraziya.
8. Federal'nye gosudarstvennye obrazovatel'nye standarty vysshego obrazovaniya //www.fgosvo.ru (2015. yanv. 05).
9. Feryok A. 2013. Teaching for learner autonomy: The teacher`s role and sociocultural theory // Innovation in language learning and teaching 7(3), 213-225.
