Становлення та розвиток методики навчання англійської мови на Буковині (кінець XIX - початок XX ст.)

Abstract

У дисертації подано комплексне дослідження становлення та розвитку методики навчання англійської мови на Буковині у 1872-1918 рр. як складного методичного явища, окреслено його методологічну основу та проаналізовано джерельну базу; обґрунтовано періодизацію розвитку методики навчання англійської мови на Буковині та визначено особливості реалізації методів навчання англійської мови на Буковині у досліджуваний відрізок часу; проаналізовано навчальні програми та підручники з англійської мови; окреслено можливості реактуалізації продуктивних ідей історико-педагогічного досвіду методики навчання англійської мови на Буковині в кінці XIX - на початку XX ст. Дослідження здійснено із використанням підходів, принципів і методів чотирьох рівнів: філософського, загальнонаукового, конкретно-наукового і технологічного. Згідно з виділеними критеріями визначено основні етапи розвитку навчання англійської мови на Буковині у 1872-1918 рр.: І етап - 1872-1900 рр. -становлення методики навчання англійської мови; II етап - 1900-1918 рр. -розвиток методики навчання англійської мови. Перший етап характеризується становленням методики навчання англійської мови на Буковині. Аналіз навчальних програм та підручників із англійської мови засвідчив застосування перекладних (граматико-перекладного і текстуально-перекладного) методів навчання. Реалізація цих методів здійснювалася на основі мовного підходу та з дотриманням основних дидактичних і окремих методичних принципів. Навчання за перекладними методами мало свою специфіку на Буковині: навчання вимови, писемного мовлення і ознайомлення з культурою англомовних країн. Другий етап - розвиток методики навчання англійської мови на Буковині. Проаналізовані навчальні програми та підручники з англійської мови вказують на реалізацію прямого методу навчання. Для процесу навчання англійської мови характерне використання мовленнєвого, інтегрованого та культурологічного підходів, застосування базових дидактичних і методичних принципів. До особливостей прямого методу на Буковині відносимо: навчання теоретичних аспектів мови і реалізацію перекладних форм роботи.

The thesis is devoted to the problem of the development of the English language teaching methods in Bukovyna in the late 19th and early 20th centuries. The methodological basis of the research has been specified and the source base has been analyzed. The periodization of the development of the English language teaching methods in Bukovyna has been substantiated and the peculiarities of the implementation these methods in the studied period have been determined. The main preconditions for the development of the English language teaching methodology in Bukovyna have been described: historical-social, national-ethnic and educationalorganizational factors that both directly and indirectly influenced the development of the English language teaching methodology in Bukovyna. English curricula and textbooks have been analyzed. The possible reactualization of the productive ideas of the historical and pedagogical experience of the English teaching methods in Bukovyna in the late XIX and early XX centuries has been outlined. The research was carried out with the help of the approaches, principles and methods of four levels: philosophical, general-scientific, specific-scientific and technological. According to the selected criteria, the main stages of the development of teaching English in Bukovyna in 1872–1918 were determined: I stage – 1872–1900 – the emergence of the English language teaching methodology; ІІ stage – 1900–1918 – the development of the English language teaching methodology. The first stage is characterized by the formation of the English language teaching methodology in Bukovyna. The purpose of teaching English was mentioned in the schools curricula: to provide students with the knowledge of grammar, to develop reading skills to and translate English texts into German and vice versa. The study material was organized from simpler linguistic phenomena to more complex ones. The rules of pronunciation, morphology (noun, adjective, and verb) and syntax were recommended. Reading of the English literature was compulsory. The English textbooks of the first period were divided into two groups: grammar references and readers. Methodological concepts of the textbooks, presented by their authors in the forewords, were implemented through the simulation of the learning content. The textbooks contained samples of written speech, and the linguistic material was selected according to the purpose of studying and taking into account the regional study aspect. Lexical and grammatical material corresponded to the purpose of each individual textbook. Structurally textbooks were divided into parts, each containing the minimum composition of the main components. The analysis of the school curricula and English textbooks proved the use of the translation teaching methods (grammar-translation and textual-translation). The realization of these methods was carried out on the basis of the linguistic approach and with the observance of the basic didactic and some methodological principles of: visual aids, consciousness, education, systematicity and consistency, accessibility, intercultural interaction. Teaching English by the translation methods had its own peculiarities in Bukovyna: teaching pronunciation, developing writing skills and acquaintance with the culture of the English-speaking countries. The second stage was the period of the development of the English language teaching methodology in Bukovyna. Practical goals played a leading role in teaching English, which was determined by the social factors, the development of education in the region and the requirements of the then period. The previous experience of teaching English was revised in the attempt to replace the existing methods with the new, more effective ones that could meet the social needs of the time. The purpose of learning English was to be able to speak and express thoughts in written forms, read versatile literature, translate from English into German and vice versa, know basic grammar rules and find examples to illustrate them. The English textbooks of the second period were divided into three groups: grammar references, textbooks and readers. The textbooks included phonetic material, reading, stress and intonation rules. Teaching phonetics was also carried out on the basis of gramophone records. The grammatical rules were given briefly, using examples. The theoretical study correlated with exercises on the development of oral and written speech. The analyzed curricula and English textbooks indicate the use of the direct teaching method. In the process of teaching English, the use of speech, integrated and culturological approaches, the application of basic didactic and methodological principles were observed. The peculiarities of using the direct method in Bukovyna include: teaching theoretical aspects of the English language and the use of the translation as a form of work. Reading English literature of different genres and the development of written speech were also contradictory to the principles of the direct method founders. The practical significance lies in the designing of the curriculum of the selective course«English language teaching methods in Bukovyna (1872–1900): theory and practice»; publishing of the textbook «Practicum in the English language teaching methods in Bukovyna (the second part of the XIX – early XX centuries)», which includes theoretical information and practical tasks. The textbook can be used in the educational process of higher education institutions, in the system of preservice and in-service training of English language teachers and also for their selfeducation.