Technique of development of learning independence of students of non-linguistic higher educational institution while learning foreign language in regional and ethnical context

The learning independence of students acts as a factor of increase in efficiency of self-education in the follow-up professional activity. The perspective of foreign language teaching in the regional-ethnic context is revealed on the basis of the developed regional-ethnic approach through the maximum reflection of the specifics of the region, culture and spiritual values of the ethnic group of students in the content, forms, methods of training for the development of learning independence of students of non-linguistic university. The principles of development of learning independence of students of non-linguistic university from indigenous peoples of the Republic of Sakha (Yakutia) in teaching a foreign language in the regional and ethnic context are highlighted: I group of principles, reflecting the correspondence of the system of training in a foreign language in a non-linguistic university to the social demand of the region: orientation of foreign language education to the development of a competitive and independent-minded person; consideration of regionalization in the choice of the profile and disciplines of specialization; selection of learning material from the position of the needs of the region; II group of principles, taking into account the cultural and historical heritage and features of the national character of students: group form of the organization of independent learning activity; determination of personal activity and initiatives of future professionals; actualization of development of creative abilities of students; stimulation of independent actions on selection of the content of learning activity, determination of its ways and types; practical orientation of results of independent learning activity; creating a favorable environment for adequate self-assessment of personal opportunities, self-control and selfregulation of students' behavior; III group of principles, revealing the possibilities of multilingualism in a multicultural region: retransmission of ethno-cultural and ethno-linguistic traditions that have been developed in the region; taking into account active inter-language interaction in a multi-ethnic society; accumulation of experience of bilingualism; reliance on the native language of students belonging to different linguistic communities. The main contingent of students is presented by indigenous people of the region: Yakuts, Evens, Evenks, Dolgans, Yukaghirs, Chukchis. The overwhelming number of students is the national-Russian bilinguals, whose leading language of communication is Yakut. The studied category of students is characterized by certain specifics when training a foreign language in non-linguistic higher educational institution. To test in practice the author's concept, model and methodology of the development of the studied quality of personality in the regional and ethnic context, we have created a foreign language environment, which included a basic course of a foreign language in the bachelor's and master's courses, variable disciplines related to the study of a foreign language, optional courses, organization of a students' club and opening of a master's program at the Institute of foreign philology and regional studies of NEFU. The technique of development of learning independence of students of non-linguistic University from the indigenous peoples of the Republic of Sakha (Yakutia) in teaching a foreign language in a regional and ethnic context is represented by knowledge necessary to perform independent learning activities of reading, speaking, writing and listening in foreign language; multiple use and bringing actions to the skill level; independent learning actions and activities of reading, speaking, writing and listening in foreign language; selected text materials as objects of independent actions in activity, situations; exercises as means of learning independence development.

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