STAGES IN THE HISTORICAL DEVELOPMENT OF THE CONCEPT OF LEARNER AUTONOMY IN FOREIGN LANGUAGE TEACHING
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This article provides a theoretical and scientific analysis of the formation and historical development of the concept of learner autonomy. It explores the pedagogical essence of autonomy and highlights its psychological, sociological, and methodological foundations. The study examines the emergence of autonomy-related ideas in the early 20th century, focusing on the views of classical educators such as J. Dewey, M. Montessori, and L.S. Vygotsky, as well as their influence on contemporary educational approaches. In addition, the article discusses the practical implementation of learner autonomy in foreign language instruction and higher education, analyzing its role and prospects within the national education system. The findings substantiate the significance of autonomy in improving education quality, fostering learner independence, and preparing competitive professionals.
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