Scientific and pedagogical prerequisites for the development of foreign-language education in the context of the training of future physical education teachers

Abstract

The works of foreign teachers who formulated general pedagogical approaches, principles, forms, and methods that influenced the subsequent development of pedagogy and methods of teaching a foreign language in many countries are important for substantiating the pedagogical principles of the development of foreign-language education in Ukraine during the study period. The purpose of the article is to justify theoretically the scientific and pedagogical prerequisites for the development of foreign-language education in the context of the training of future physical education teachers. Historical analysis testified that the methodological principles of the problem of foreign-language education of future teachers of humanitarian specialties were formed during the study period under the influence of large-scale integration and socio-cultural processes and based on such approaches: personally oriented; communicative; communicative-active; cognitive; sociocultural approach; competent, culturological/axiological, level, productive; lingo-country studies approach; lingo- cultural approach; ethnographic approach; multifunctional approach; intercultural approach; reflexive approach; vocational approach in foreign language education; productive approach. The methodological basis of the language training of students is a personally oriented and communicative approach, which allows you to discover the personal significance in the educational material and practically master it in the conditions of the problematic communicative situations. These approaches are implemented in the complex methods of culture-centric and problem-oriented study, and also in media-communicative and consciously comparative methods.