Principles of Learning by Doing Approach and Autonomous Foreign Language Learning Approach through the Prism of Views of Check Pedagogues
The article focuses on the characteristics of the essence and the purpose of a «learning by doing» approach, the principle of the autonomy of learning foreign languages approach; the drawbacks of a «learning by doing» approach have been singled out; the analysis of the implementation recommendations by the Check scientists has been done.The purpose of the article is to characterize the principle of a «learning by doing» approach and the principle of an autonomous learning approach in the Check Republic. To achieve the purpose of the research certain tasks have been singled out: a). to describe the essence and of a «learning by doing» approach; b). to single out the drawbacks of a learning by doing» approach; c). to characterize the essence of the principle of an autonomous learning approach; d) to analyze the recommendations on the implementation of a «learning by doing» and an autonomous learning approach made by the Check and Danish scientists. The essence of a «learning by doing» approach may be characterized as an integral learning with an active pupil. A pupil acquires the knowledge of a foreign language by the help of his own activity to solve the tasks in a situation similar to a situation in a real life. A teacher and a pupil are involved in the process of a balanced cooperation. A pupil changes the role of a teacher and the latter becomes a partner, an advisor and an assistant. The essence of the autonomous learning approach focuses on a pupil with his abilities and individual peculiarities at the centre of a pedagogical activity.Key words: principle, «learning by doing» approach, autonomous foreign language learning approach, pedagogical activity, purpose of learning, recommendations.