Oleksii Riabokon was born on January 1, 1956 in Novii Dashiv, Vinnytsia Region, Ukraine. He grew up between two cultures and languages – with a Ukrainian mother and a Russian father. Since the age of 5 he has been involved in all sorts of various activities around languages. Currently his language background is constituted by: Ukrainian and Russian (a bilingual native speaker’s level); English (used while communicating on a wide range of everyday, social, political, economical, cultural, and educational subjects); German, French (oral and written), Italian, Spanish, Portuguese (written) — occasionally used, mainly while dealing with professionally relevant materials; Polish and Arabic (used in a restricted range of situations for the sake of teaching Ukrainian and Russian to international students); Belarus, Bulgarian, Czech, Polish, Slovak (can be understood in familiar contexts, basically educational, cultural and political ones).

The research activity of Oleksii Riabokon related to self-teaching other languages has been carried out since 1994. Out of the total number of 155, his record on the subject lists around 60 publications, the most important of which is the monograph ‘Methodical Assistance of Self-Teaching Other Languages’ [1] and manual ‘Self-Teaching Other Languages’ [2]. The latter generalizes the results of his practical and research activity in the field over the past twelve years, including that as the Coordinator of the research projects ‘The Prominent Physicians‘ Biographies as a Source of the International Medical Students Language Instruction’, ‘The Prominent Ukrainians‘ Biographies as a Source of Teaching Ukrainian to the International Medical Students’, ‘The Prominent Europeans' Experience in Learning Foreign Languages’, ‘Language Training of Medical Students as a Constituent of Their Professional Education’ (Vinnytsia National Pirogov Memorial Medical University), ‘The Prominent Europeans’ Experience in Learning Foreign Languages’ (Open University of Human Development “Ukraine”, Vinnytsia Branch), and ‘Innovative Techniques in Teaching English to the Students of Trade and Economical Specialties’ (Vinnytsia Institute of Trade and Economics, Kyiyv National University of Trade and Economics).

His social activity related to self-teaching other languages comprises the foundation and leading of the project SETEOLA (Self-Teaching Other Languages). This unites under the common umbrella:
– the site EUROSETEOLA.ORG;
– the blog SETEOLA.WORDPRESS.COM;
– the Facebook group SETEOLA-WORLD;
– the Facebook page Cambridge-SETEOLA.
– the Facebook page Self-teaching Other Languages.

In 2011, he initiated a new branch of the project - the club SETEOLA-ART. What is attempted here is to search for, accumulate, analyze, systematize, evaluate, and spread data on the experience of prominent figures of arts (composers, writers, poets, painters etc.) in the field of (self)learning languages. Those data are supposed to constitute a new book by Oleksii Riabokon. Its preliminary title is ‘Prominent Women of Ukraine in the World of Languages’. The book is planned to be published in the current year with parallel texts in Ukrainian and English under one cover.

He is also a member of the English Club in Vinnytsia based in the Regional Universal Scientific Timiryazyev Memorial Library of Vinnytsia.

The self-learning, research and social activities of Oleksii Riabokon are focused around the following basic and subordinate notions:
– AUTOLINGUODIDACTISM ( autolinguodidactic competence, autolinguodidactic environment, autolinguodidactic functions, autolinguodidactic model, autolinguodidactic text, autolinguodidactism assistance);
– AUTOLINGUODIDACTIC EXPERIENCE (autolinguodidactic biography, autolinguodidactic period, autolinguodidactic episode, autolinguodidactic portrait, autolinguodidactic fragment, autolinguodidactic feature, autolinguodidactic concept, autolinguodidactic position, autolinguodidactic statement);
– AUTOLINGUODIDACTIC TECHNOLOGY (self-teaching sensory and motor skills, self-teaching vocabulary, self-teaching grammar, self-teaching receptive skills, self-teaching productive skills, acquiring and improving self-teaching skills).

REFERENCES
1. Рябоконь А.В. Методическое обеспечение самообучения иностранному языку: теоретические основы конструирования оптимального самоучителя, практические рекомендации авторам самоучителей и самообучающимся. – Винница: Континент-ПРИМ, 1998. – 160 с.(in Russian).
2. Рябоконь О.В. Самонавчання інших мов. Навчальний посібник. – Вінниця: «Нова Книга», 2010. – 160 с.(in English).



For more information see SETEOLA.WORDPRESS.COM

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