Autonomous ESP Learning of Prospective Teachers of Mathematics

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.