Role of independent education in teaching foreign languages

LITERATURE ANALYSIS AND METHODOLOGY
2.1. Theoretical foundations and content of independent education
The first theory about the relevance of independent education and its importance in the educational system was put forward by the Czechoslovak scientist John Amos Comenius. In his treatises on education, he stated that "In the process of education, it is necessary to create an environment where the teacher teaches less, but the students can learn more." It can be understood from his opinion that it is important for students to do independent research in order to acquire knowledge thoroughly. J. G. Pestalozzi, a Swiss pedagogue who lived in the 18th-19th centuries, put forward the opinion that the intellectual development and activity of students depends on their independent study.
American writer and pedagogue James Oldster in his work "Dead Toad Scrolls" states that a person's desire for independence, self-study in constant search is the most complex and at the same time, he emphasized that it is considered the most effective method.
In 1975, the American scientist M.S. Knowles, after his research, put forward this idea about the form of independent education: "self-directed independent education is the way people meet the requirements for learning. is a process that takes the initiative to diagnose, identify goals for meeting these needs, identify resources and tactics for implementing learning, and evaluate the process”. Scholars Merriam and Bireme (2013) noted that auto didacticism is self-management, taking responsibility for the student. According to University of Oxford, learner autonomy means that they take responsibility for their own learning.

2.2. Learning strategies

Research scientists, Chamot and O'Malley explained the concept of educational strategies based on their research. Learning strategies are a set of ideas or activities that help improve learning outcomes. Also, learning strategies are specific actions used by students to make learning easier, faster, more interesting, more effective, and easier to understand. A lot of research and research has been done on effective language learning methods to help students around the world develop their foreign language learning process.
In 1990, Oxford University published a system of reading strategies that was easier to understand and more carefully developed than previous authors. This system was so clear and understandable that the classification of this system is still used by authors as a theoretical basis. In the book "Language Learning Strategies", which covers this research, learning strategies are divided into two groups: direct and indirect strategic groups.
The direct strategic group includes people who are engaged in the mental linguistic process and is divided into three subgroups: (1) Memory strategy - used to memorize the rules of a new foreign language and encourage the use of old knowledge. (2) Cognitive strategy - helps students use language by thinking, analyzing, taking notes, summarizing, and synthesizing, organizing information, practicing in real communication environment, practical processes, forming structure and pronunciation in a standard way. (3) Compensatory strategy - helps students fill in missing knowledge. For example, students learn listening and reading skills or use synonyms, discuss unknown words to support speaking and writing skills, and guess the meaning based on context.
The indirect strategic group is not directly related to the acquisition of new knowledge and consists of three sub-groups: (1) Metacognition strategy - helps students plan the learning process, self-manage and self- helps to evaluate. (2) Effective strategies - help control emotions that affect the learning process. (3) Social strategy - enables learners to communicate with others and understand the target culture and language.