International Journal of Philology

Basic components of autonomous learning. The article is devoted to a new solution to the problem of developing future philologists' autonomous learning skills through a set of basic components that make up the structure of autonomous learning. The concept of ‘autonomous learning of future philologists’ is clarified, which is considered as independent, cognitive and constructive learning with the support of a teacher, which implies that the student has the skills of self-control (independently determine the goal, organise and structure their learning process, evaluate their results using various strategies and methods of learning). It has been established that the process of forming readiness to use autonomous learning in professional activities in higher education institutions involves the gradual acquisition of the necessary knowledge, strategies and techniques; their implementation in practice; and the accumulation of autonomous learning experience. Based on the scientific achievements of researchers, the basic components of autonomous learning are identified and considered: motivational (interest in autonomous learning); cognitive (knowledge of learning strategies and techniques); operational (use of own learning style, the latest methods and forms of learning); reflective (self-organisation and self-assessment in the learning process). After analysing various classifications of learning motives, five main motives have been identified that best contribute to the formation of students' autonomous learning skills, namely: educational and cognitive motive, self-development motive, self-affirmation motive, affirmation or communicative motive, and success motive. To ensure the effectiveness of the formation of autonomous learning skills, 20 learning strategies are presented, divided into two categories: metacognitive and educational and applied. It is established that the combination of four basic components contributes to the formation of autonomous learning skills. To measure the level of formation of individual components of autonomous learning, the motivational, cognitive, operational and reflective criteria and their indicators are defined. Based on the criteria for determining the readiness for autonomous learning of philology students, a scale for diagnosing the levels of formation of the studied quality has been developed, which reveals the values of indicators at low, medium and high levels

autonomous learning; the basic components; criteria; motivation reflection; self-control; learning strategies;