APPROACHES TO DETERMINING THE STAGES OF THE LANGUAGE TEACHING METHODS DEVELOPMENT IN WESTERN UKRAINE (1867-1939)

Bogdana Labinska

doi:10.20535/2410-8286.76867

Abstract

The article under discussion focuses on scientific works, dedicated to the development of language teaching methods. We have analysed the criteria for singling out the stages of contemporary scholars’ methods of development and created our own criteria regarding language teaching methods in Western Ukraine (1867-1939). According to the selected criteria, we have determined the basic stages of development methods on a particular territory, in a specific chronological framework: stage I – 1867–1890 – the emergence of the language teaching methods; stage II – 1890–1918 – the formation of foreign language teaching methods; stage III – 1918–1939 – further development of language teaching methods. These stages have been marked with certain innovative ideas of foreign language teaching approaches. They have also set certain scientific practice standards and theoretical postulates, preserving, at the same time, the teaching theories, concepts, approaches, principles, foreign language teaching methods, accepted by the professional community. Certain approaches to curricula development, in accordance with the peculiarities of each region, some principles of creating the educational materials, regarding the students’ age and interests, are inherent to each phase of the development of Linguistic Didactics in Western Ukraine. In our studies, we have proved that grammar translation, textual translation, direct and mixed methods of foreign language teaching have been implemented in accordance with the characteristic features of the outlined area and within the fixed chronological frames. We have highlighted the provisions of foreign language teaching methods that have remained unchangeable in the process of foreign language teaching in Western Ukraine. The latter methods have acquired new features and emerged in foreign language teaching methods on Western Ukrainian territories during their implementation within a specified period of time.

Highlights

The nation’s past is closely bound to its present and its future
At the period of 1867, Galicia, Bukovyna and Transcarpathia were a part of Austro-Hungary, whereas since 1918 Galicia and Western Volyn belonged to Poland, Bukovyna – to Romania, Transcarpathia – to the Czech Republic
This method has served for working out the FLTM development periodization; the historical-comparative method has become the basis for tracing up the FLTM development in European countries, in the Russian Empire, in the USSR, as well as for determining the specific features of the FLTM evolution in Western Ukrainian area during the period under the study; the historical-systematic method of studying the process of the FLTM development in various types of comprehensive schools in Western Ukraine has enabled a detailed description of the FLT system components on the western Ukrainian lands in 1867-1939 in historical retrospection

Summary

Introduction

The nation’s past is closely bound to its present and its future. It is impossible to build the future without being aware of the past. What has already been said, concerns foreign language teaching methods (FLTM) in Western Ukraine (the second half of the XIX – the first half of the XX century). It should be emphasised that the territorial boundaries in the FLTM development research embrace the areas of Western Ukraine: Galicia, Bukovyna, Transcarpathia, and Western Volyn. All these lands used to belong to other countries. Taking into account the above-mentioned information, the objective of the article under discussion is to analyse the criteria for determining the stages of foreign language teaching methods in Western Ukraine (in the second half of the XIX – the first half of the XX century.)

Methods

Results

Conclusion