DEVELOPMENT OF TEACHING FOREIGN LANGUAGES METHODOLOGY FROM THE MIDDLE OF THE 20th CENTURY UP TO THE PRESENT

• Людмила Мороз

  Рівненський державний гуманітарний університет

• Ірина Масло

  Національний університет водного господарства та природокористування

The authors of the article consider the formation of methods of foreign
languages teaching in non-linguistic, in particular technical, universities from the
middle of the 20th century up to the present. The authors analyze the methods of
teaching English. Methodology of foreign languages teaching has been changing and
has been determined by the objectives of the state. There was a period in the history of
our country when the study of foreign languages was of non-priority. In the middle of
the 20th century the grammar-translation method was the basis of teaching a foreign
language in secondary and higher school. The grammar-translation method was the
main methodological approach in teaching foreign languages for many years. Next
decade the shortcomings of the above mentioned method forced a discussion about the
revision of existing methods. Returning to direct methods with practical orientation and
excluding translation from the means of education were offered. In the 70-s and 80-s
practical character of teaching English was emphasized. The authors confirm that the
methodists stated the necessity of linguistic and cultural skills formation. Foreign
languages were to give students access to the culture of other peoples, to provide “a
dialogue of cultures”. After the fall of the “iron curtain” learning foreign languages
from the theoretical discipline instantly turned into a practical necessity. The
communicative teaching method was a response to the demand of the society. With the
help of communicative methods specialists who can use a foreign language while
solving their professional non-linguistic tasks are being taught. The new structure of
higher education contributes to the development of a better language study system. It is
stated in the article that learning a foreign language is an integral part of all three levels
of higher education and ensures the implementation of the tasks set by the new state
educational standards. The task of ensuring a high level of foreign language proficiency
in a non-language university can be solved only if teachers use methods and techniques
that meet modern challenges and combi

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