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Autonomous ESP Learning of Prospective Teachers of Mathematics

Author

Listed:
  • Natalia Dmitrenko

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University)

  • Sofiya Nikolaeva

    (Kyiv National Linguistic University)

  • Liudmyla Melnyk

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University)

  • Oksana Voloshyna

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University)

Abstract

The paper deals with theoretical substantiation and construction of the methodological system of autonomous learning of the course “English for Specific Purposes (ESP)” for prospective teachers of Mathematics. The purpose of the study is to prove theoretically the methodological system of autonomous ESP learning for prospective teachers of Mathematics and to test empirically the current students‟ level of autonomous learning competence. The main components of the methodological system are observed, among them: target component (social demand, requirements, goals, and objectives); methodological component (approaches and principles); procedure component (content and technologies); assessment component (control and results). The main features such as functionality, complexity, openness and conceptual positions of the methodological system are described in the paper. It is said that the designed methodological system of autonomous learning of ESP of prospective teachers of Mathematics can be implemented in the educational process effectively in the presence of grounded pedagogical conditions, among them: training of students‟ autonomy, pedagogical support, and effective learning environment. The analysis of the study results reveals that during the initial phase of the implementation of autonomous ESP learning, the students have a moderate level of autonomous learning competence and it needs improvement in the process of implementation of the developed system.

Suggested Citation

  • Natalia Dmitrenko & Sofiya Nikolaeva & Liudmyla Melnyk & Oksana Voloshyna, 2020. "Autonomous ESP Learning of Prospective Teachers of Mathematics," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1), pages 86-104, February.
    • Handle: RePEc:lum:rev1rl:v:12:y:2020:i:1:p:86-104
    DOI: https://doi.org/10.18662/rrem/201
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    References listed on IDEAS

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    1. Sofiya Nikolaeva & Iryna Zadorozhna & Olha Datskiv, 2019. "Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 11(2), pages 222-239, June.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Natalia Yevheniivna Dmitrenko & Iuliia Oleksiivna Budas, 2021. "The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(2), pages 323-339, July.
    2. Olha V Lemeshko & Volodymyr V. Lemeshko & Natalia V. Kalyniuk & Oleh H. Trembovetskyi, 2021. "Development of the National Security Masters’ communicative language ability," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(2), pages 340-355, July.

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      More about this item

      Keywords

      methodological system; autonomous learning; English for specific purposes; prospective teachers of Mathematics; level of autonomous ESP learning competence;
      All these keywords.

      JEL classification:

      • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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