Studentų užsienio kalbos mokymosi patirties analizė kaip sąlyga sėkmingam nuolatiniam mokymuisi
LTStraipsnyje nagrinėjama Utenos kolegijos studentų užsienio kalbų mokymosi patirtis ir taikomos mokymosi strategijos profesinės užsienio kalbos mokymosi rezultatams pasiekti. Autorės analizuoja sąmoningą besimokančiojo veiklą, tokiu būdu siekdamos pažinti Utenos kolegijos studentų mokymosi praktiką besimokant profesinės užsienio kalbos. Jų manymu, toks pažinimas leistų pasiūlyti studentams efektyvesnes, nuoseklesnes, lankstesnes ir įvairesnes profesinės užsienio kalbos mokymosi strategijas, įgalinančias nenutrūkstamą savarankišką mokymąsi.
ENThe article deals with the issue of foreign language learning experience in a higher school. The starting point of the discussion in the article are the eight key competences for lifelong learning that are essential in a knowledge society and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. The authors, having the experience of foreign language teaching (English and German) to young school-leavers and adults, who are reshaping their professional careers, focus on the competences of learning to learn and communication in foreign languages. They concentrate themselves on the intentional activity of a learner; therefore, they do not speak about teaching strategies and the strategies that are used during any activity involving foreign language and focus specifically on learning strategies. To their point of view, it is very important for foreign language teachers to be aware of the language learning strategies employed by their students in order to suggest a broader choice of strategies that could make the learning process more effective, flexible and consistent, which, in its turn, could facilitate to constant self-study during the whole life of learners. The authors questioned and interviewed students to get their responses by following certain methodology and discuss their findings in the article.The responses of the students revealed the following: the majority of the students choose the strategies offered or even indicated by their teacher; when learning different foreign languages students tend to apply the same learning strategies, however, are open to learn and test new ones offered by their group-mates; a very important aspect is the awareness of a student's preferences for the learning strategies demonstrated by a teacher, since s/he can shape a student's learning process by forming and enhancing the missing competences. The authors of the article suggest that the ability to choose proper learning strategies in order to achieve the desired results more effectively and to apply them in job-related activity might be an essential factor that enables a learner for longlife learning which in its turn results in better competitiveness of a person.
