Inna N. Kosheleva

The relevance of the problem under consideration is determined by necessity of the complex approach to the issue of giving feedback in a student-centered classroom and also in the context of learner autonomy formation in the educational process. Thus, teaching writing goes hand in hand with providing comments from a teacher, peers, computer programmes which taken into consideration foster improvement on pieces of writing. Therefore, the issue of the creation of the conditions for effective feedback encouraging learners to take action and correct their works is of particular importance. The research aims at developing a model for forming an understanding of the essence of teacher comments and their correct interpretation by the students. The study was carried out taking into account the tenets of self-determination theory linking motivation and a desire for action with people's basic psychological needs – relatedness, autonomy, competence – being met. Also the work draws on the basis of the sociocultural theory implying that knowledge is constructed in an interaction with other people – teachers and peers. The experiment using a new format of work «Writing Hall of Fame» is supported by the concept of tacit knowledge. This knowledge is difficult to express but it can be acquired through discussions of exemplars, analogies, various stories. The analysis of the academic literature made it possible for the author to identify the key components of the model geared to the building of awareness of teacher’s comments and understanding of their essence: appreciating feedback, creating trusting teacher-student relationships, principles and strategies of effective feedback, peer assessment, creating collection of the best student works «Writing Hall of Fame». The description of each component is accompanied by methodological recommendations. The theoretical significance of the work lies in the creation of the model forming in learners the understanding of feedback and its value that is likely to lead to action and better learning. The practical significance of the article stems from the possibility of the model use in other learning contexts – at master's and postgraduate levels, specialized universities by tailoring its components to the learners' needs and educational programmes.

In the rapidly changing conditions of both the educational and work processes, independent learning skills are more a necessity than a desirable requirement for its participants. The relevance of the problem under consideration is determined by specific requirements associated with English language teaching at a particular non-linguistic university where the students are supposed to have a high level of language proficiency and the academic load implies a large amount of independent work during vocabulary acquisition. Moreover, a growing trend towards shift to online learning calls for building students' autonomy skills. Therefore, the article aims at description of development conditions of learner autonomy to promote English vocabulary acquisition in non-linguistic students. The study was carried out from the perspective of constructivism learning theory which holds that knowledge is constructed by human upon foundation of previous experience and in an interaction with other people. Furthermore, the basis of the lexical approach is used which puts emphasis not on a large amount of exercises aiming at a complete vocabulary acquisition, but on the practice spread over time. The analysis of the academic literature made it possible for the author to identify the basic components of learner autonomy geared to expansion of students' English vocabulary – giving students control over their learning, use of student-centered approach, mastering vocabulary learning strategies and self-reflection skills, building peer-assessment skills, use of collaborative learning, raising motivation, teacher's facilitative style. The discussion of each component is accompanied by hands-on recommendations. The theoretical significance of the research lies in the fact that the seven identified components make up the model of formation of learner autonomy that fosters revisiting teacher-student relationships and empowering them with freedom of choice and more responsibility for their learning. The practical significance of this article lies in the possibility of conducting effective work with foreign language vocabulary by means of learner autonomy and tailoring its components to the learning goals and objectives of language courses.