The Development of Learner’s Autonomy by the Way of the Formation of Social Intelligence
DOI:
https://doi.org/10.32626/2227-6246.2021-51.9-32Keywords:
learner’s autonomy, autonomous behavior, social intelligence, the cognitive aspect of social intelligence, motivational orientations, value orientations, axiological attitudeAbstract
The aim of the article is to characterize students’ autonomous behavior and propose the ways of its formation by the way of stimulating the growth of structural components of social intelligence of students.
The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as statement study and molding experiment.
The results of the research. We emphasize that the social intelligence of the teacher contains cognitive, empathic and mnemonic aspects. Elements (or scripts, frames, concepts) of the empathic aspect of social intelligence are the content of specific educated perceptions of the images of reality, which can be perceived directly, and those that arise in the memories and the imagination of the person. The specific function of the empathic aspect of social intelligence is that empathic frames, scripts and concepts which give emotional products of the intellectual activity, a peculiar picture of the world that is formed as a result of the activity of social intelligence, which causes the world to appear to the subject as existing in metacognitive sphere. It is substantiated that it makes no sense to talk about the existence of emotional intelligence, because that meaning, which is invested by many researchers in this concept, is fixed precisely in the empathic aspect of social intelligence. Although the empathic aspect of social intelligence is not perceived by the teacher, and in the opinion of the authors of this article it provides awareness of the emotionally-expressive and empathic sides of objects and subjects in the process of interpersonal interaction.
We believe that social intelligence, clearly, includes declarative and operational (procedural) knowledge that the individual uses in a real life to interpret events, to create plans and predict both the actions of everyday life and professional situations. These ideas, personal memories and rules of interpretation constitute the cognitive aspect of social intelligence. In turn, the mnemonic aspect fills the experience gained by a person, while the empathic capabilities of the subject have the aim actualizing the mechanisms of anticipation in solving various problems of social life.
Conclusions. Thus, the cognitive aspect of social intelligence includes a set of fairly stable knowledge, assessments, rules for interpreting events, people’s behavior, their relationships, etc., based on the formed system of interpretations at the microstructural and macrostructural levels. The microstructure of the cognitive aspect of social intelligence is determined by the functions of the latter, such as the cognitive-evaluative one, on which the competent processing is depended and the evaluation of information perceived by the subject; prognostic function, on the basis of which the planning and forecasting of the development of interpersonal interactions are carried out; communicative functions, which ensure the effectiveness of the actual communicative process (this function is associated with adequate perception and understanding of the partner in communication); reflexive function, which is reflected directly by the person’s self-knowledge. In turn, the macrostructure of the cognitive aspect of social intelligence is manifested in the individual’s attitude to himself / herself as a value, value-semantic position to interpersonal relationships, as well as by the actualization of motivational and value orientations of the individual, axiological attitude by him / her to professional and other activities. By the way of the developing of learner’s autonomy we stimulated the development of the cognitive aspect of social intelligence.
References
Honcharuck, Nataliia, & Onufriieva, Liana (2018). Psykholohichnyi ana- liz rivniv pobudovy komunikatyvnykh dii [Psychological analysis of levels of communicative actions’ constructing]. Psykholinhvistyka. Psikholingvistika. Psycholinguistics: Zb. nauk. prats DVNZ «Pereias- lav-Khmelnytskyi ped. un-t imeni Hryhoriia Skovorody» — Psycho¬linguistics. Psycholinguistics. Psycholinguistics: Collection of Scien¬tific Papers of Pereiaslav-Khmelnytskyi Hryhorii Skovoroda Peda¬gogical University, 24 (1), 97-117. Pereiaslav-Khmelnytskyi : FOP Dombrovska Ya. M. DOI 10.31470/2309-1797-2018-24-1-97-117 [in Ukrainian].
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow : Longman.
Dafei, D. (2007). An Exploration of the Relationship between Learner Autonomy and English Proficiency. Retrieved September 27. Re¬trieved from http://www.asian-efl-journal.com/pta_Nov_07_dd.pdf ?origin=publication_detail.
Dam, L. (1990). Learner Autonomy in Practice: An experiment in learning and teaching. Gathercole (Ed.). Autonomy in Language Learning, I, 35-42. Great Britain : Centre for Information on Language Teaching and Research.
Dickinson, L. (1994). Learner autonomy: what, how and why? Autonomy in Language Learning (1st ed.), (pp. 2-12). Porto Alegre : Universi- dade Federal do Rio Grande do Sul.
Honnek, M. (2007). A closer look at learner autonomy - a qualitative study. Extended abstract of Diploma thesis. Retrieved August 2. Retrieved from http://is.muni.cz/th/12319/ff_m/thesis.pdf.
Kavaliauskiene, G. (2002). Three Activities to Promote Learner’s Autonomy. The Internet TESL Journal, VIII, (7). Retrieved July 4. Retrieved from http://iteslj.org/Techniques/Kavaliauskiene-Autonomy/.
Little, D. (1996). Constructing a theory of learner autonomy: Some steps along the way. Retrieved August 27. Retrieved from http://archive. ecml.at/mtp2/ELP_TT/ELP_TT_CDROM/DM_layout/Reference % 20Materials/English/David% 20Little% 20Constructing% 20a% 20 Theory%20of%20Learner%20Autonomy.pdf.
Little, D. (2006). Learner autonomy: Drawing together the threads of self-assessment, goal-setting and reflection. Retrieved August 27.
Retrieved from http://archive.ecml.at/mtp2/ELP_TT/results/DM_layout/00_10/06/06Supplementarytext.pdf.
Mykhalchuk, Nataliia, & Ivashkevych, Eduard (2018). Psycholinguistic features of the development of social intelligence of the teacher. Psy-kholinhvistyka. Psikholingvistika. Psycholinguistics: Zb. nauk. prats DVNZ «Pereiaslav-Khmelnytskyi ped. un-t imeni Hryhoriia Skovoro- dy» — Psycholinguistics. Psycholinguistics. Psycholinguistics: Collec¬tion of Scientific Papers of Pereiaslav-Khmelnytskyi Hryhorii Sko¬voroda Pedagogical University, 23 (1), 242-257. Pereiaslav-Khmelnytskyi : FOP Dombrovska Ya. M. DOI https://doi.org/10.5281/zenodo.1211618 (ISSN 2415-3397, Index Copernicus, Web of Science).
Mykhalchuk, Nataliia, & Kryshevych, Olha (2019). The peculiarities of the perception and understanding of Sonnets written by W. Shakespeare by the students of the Faculty of Foreign Languages. Psykholin- hvistyka. Psikholingvistika. Psycholinguistics: Zb. nauk. prats DVNZ «Pereiaslav-Khmelnytskyi ped. un-t imeni Hryhoriia Skovorody» — Psycholinguistics. Psycholinguistics. Psycholinguistics: Collection of Scientific Papers of Pereiaslav-Khmelnytskyi Hryhorii Skovoroda Pedagogical University, 26 (1), 265-285. Pereiaslav-Khmelnytskyi : FOP Dombrovska Ya. M. DOI 10.31470/2309-1797-2019-26-1-265- 285.
Nunan, D. (2003). Nine steps to learner autonomy. Retrieved June 20. Retrieved from http://www.andrasprak.su.se/polopoly_fsZ1.84007.1333707257!/menu/standard/file/200 3_11_Nunan_eng.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Problems of modern psychology
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright
The Editorial Board has the full right to publish original scientific papers containing results of theoretical and experimental research works which are not currently subject to review for publication in other scientific editions. The Author shall transfer to the editorial board of the Collection the right to spread the electronic version of the paper, as well as the electronic version of the paper translated into English (for papers originally submitted in Ukrainian and Russian) by all kinds of electronic means (placement at the official website of the Collection, electronic databases, repositories etc).
The Author of an article reserves the right to use materials of the paper, without approval with the editorial board and the founders of this Collection: a) partially or fully, for educational purposes; b) for writing own dissertation papers; c) for preparation of abstracts, conference reports and presentations.
The Author of an article can place electronic copies of the paper (including the final electronic version downloaded from the official website of the Collection) at:
- personal web resources of all Authors (websites, webpages, blogs etc.);
- web resources of the institutions where the Authors are employed (including electronic institutional repositories);
- non-profit public access web resources (for example, arXiv.org).
But in all cases, it is obligatory to have a bibliographic reference to the paper, or a hyperlink to its electronic copy placed at the official website of this Collection.