В настоящее время объектом активного изучения лингводидактики стало

partners in the target language. It opens spaces for experiences and 
interaction amongst peoples and cultures of the world.
 
3. Module teaching 
 
The notion of autonomy in learning has long been part of a 
wide range of educational philosophies and has recently been 
identified in educational policy as crucial to the development of 
lifelong learning, for example, maintains that the ultimate aim of 
education is for the individual to develop the autonomy of thought 
to create new, original ideas rather than just recycle old ones. 
Besides, autonomy is one of the most fundamental values in modern 
western culture. As an educational aim, the development of 
autonomy is the development of a kind of person whose thought and 
action in important areas of his life are to be explained by reference 
to his own choices, decisions, reflections, deliberations.
The role of learner-autonomy plays a great role in FLT. 
Learners’ autonomy is an ability to take charge of one’s own 
learning. Autonomous learners understand the purpose and process 
of learning and are able to choose from available tools and resources 
to create a productive learning environment. It is necessary to 
promote learner autonomy for the purpose of transforming 
dependent and passive learners. For this aim teachers should 
encourage students to be more self-motivated and continue learning 
outside the classroom so they can be personally responsible for 
acquiring English. Autonomy is related to the terms self-study, 
personal 
responsibility, 
self-esteem, 
self-awareness, 
self-
determination, and self-correction. 
A teacher promotes autonomous behavior by suggesting 
curricular and extracurricular activities or the programs for 
autonomous ELL. One of such programs is module teaching. By 
the module is understood the course, system, material block, or form 
of teaching.
 
It is important for an English teacher to be aware of the essence 
of module teaching for the effective organization of the learner-
autonomy learning process. The nuclear of the module teaching is 
the module consisting of 1) the completed block (sub-module) of 

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information, 2) the purposeful algorithm of operations and actions, 
3) a teacher’s instructions (recommendations) for successful 
realization of this program of learning. Students independently or 
under particular guidance of a teacher work with the suggested 
teaching material and achieve the required goals of the cognitive 
activity, working with modules independently.
The goal of the module teaching is to develop learners’ 
autonomy, language and reflexive skills. 
The principles of module teaching are: 
a) gradation of the material into the completed blocks; 
b) dynamic character of the acquired knowledge and skills; 
c) flexibility; 
d) conscious perspective; 
e) variability of methodical consultation and interaction between a 
teacher and learners. 
According to A.V. Konisheva (2007: 214), content of teaching 
is distributed into several modules and each of them is performed as 
a purposeful functional unit including the teaching content and 
technology of its acquiring (algorithm of operations and actions 
with teaching material). Several modules (units or blocks) are put 
together to make a complex module teaching (See Figure 5).
Module can be considered as a theme which is distributed into the 
subthemes shaped as fully completed blocks.