Abstract
The article describes the features of teaching English in Bukovyna (a region in western Ukraine, which was a part of former Austro-Hungarian Empire) in the late 19 century and the manifestation of the European leading pedagogical ideas in English textbooks of the period. The emergence of the English language teaching methodology in Bukovyna is reflected in the school curricula of the region. The functions of foreign language textbooks are presented, which include: communicative; informational; organisational and managerial; developing and educating. English textbooks have been analysed according to these functions and criteria developed in modern methodology. The two main groups of English textbooks were differentiated: grammar references and readers. It was found that the structure and content of English textbooks corresponded to the curriculum approved by the Austro-Hungarian Ministry of Culture and Education. A lot of attention was paid to grammar material which was presented in German (the official language of the Empire) in the form of rules and commentaries; the exercises were mainly translational, reproductive and non-communicative. The reader included literary excerpts of different genres without providing pre-reading or post-reading tasks. The textbooks analysis proved the use of the approaches and principles of the grammar-translation method of teaching foreign languages which implied predominance of learning grammar, writing and translation over speaking.
Highlights
The development of science is impossible without knowing the root causes of its origin, examination of its formation stages, the analysis and creative rethinking of the past experience, critical evaluation of its achievements
The textbook is considered as a means by which the main features of the modern methodological system of teaching foreign languages (TFL) are modelled, and in accordance with this system, a specific learning process is implemented
The following criteria developed by Borysko (1999) were used in our analysis of English textbooks: social needs of a society; specific educational and methodological conditions; psychological and methodical concept of textbooks; learning objectives; the content of the educational process; structure and volume; macrostructure; microstructure; technical presentation of individual components (p. 25)
Summary
The development of science is impossible without knowing the root causes of its origin, examination of its formation stages, the analysis and creative rethinking of the past experience, critical evaluation of its achievements. The study of regional history becomes relevant in the light of current events taking place in the public life of Ukraine. Penishkevych (2002) analysed the development of Ukrainian schooling in Bukovyna in the 18th – early 20th centuries; Kobylianska (1998) characterised the formation and development of Ukrainian folk schools in Bukovyna (in the 1970s and early 20th centuries); Petriuk (1999) investigated the formation and development of general secondary education in Bukovyna (the end of the 18th – the beginning of the 20th century); Labinska (2013) analysed the tendencies of the foreign language teaching methods in the Western Ukraine (the second half of the 19th – the first half of the 20th centuries); Botushanskyi (2017) described events, phenomena, facts and processes which influenced the development of primary and secondary schools in Bukovyna, classical and specialised training and higher education in the region in the 19th – early 20th centuries. The aim of the paper is to analyse the structure and content of English textbooks in Bukovyna in 1872 – 1900 and specify the ways of the grammar-translation method implementation
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