Autonomy in foreign languages learning in our context: An experience

Autonomija u učenju stranih jezika podrazumeva osposobljavanje učenika da na sebe preuzme sopstveno učenje (Holec, 1981). Učenik postaje svestan procesa učenja, postavlja sebi cilj učenja, bira metode i tehnike kojima će se služiti, materijale i zadatke koje će obrađivati, prati i evoluira sopstveni napredak i postignuće. Autonomija se postiže postepeno a stepen autonomije zavisiće od brojnih faktora: uzrasta, nivoa znanja, prethodnog iskustva u učenju jezika, motivacije. U radu je opisan jedan mogući model učenja stranog jezika na principima autonomije u učenju, primenjen u radu sa studentima humanističkih nauka koji uče italijanski kao drugi strani jezik na studijama.Autonomous learning implies taking responsibility for one's own learning. The autonomous language learner determines his own objectives, defines the contents and selects methods and techniques to be used, monitors and evaluates his own learning process. Autonomy is a process: levels of autonomy accomplished differ with regard to learners' age, level of language competence, previous language learning experience, motivation. In this paper we report our experience with humanities students learning Italian autonomously at the tertiary level. Their success in mastering goals set despite the lack of self-access facilities, confirms that a certain degree of autonomy can always be achieved