(2023) Science and education, 4, 10-16. Odessa.
Raisa Martynova,
Doctor of Pedagogical Sciences, Professor,
Corresponding member of the National Academy of Educational Sciences of Ukraine,
Professor at the Department of Western and Oriental Languages and Methods of their Teaching,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0002-7201-4247
HISTORICAL BACKGROUND OF THE FORMATION OF THE FIRST INTERNATIONAL LANGUAGES AND THEIR METHODS OF TEACHING IN IV–XVII CENTURIES
SUMMARY:
One of the main laws of dialectics – the law of ‘denial-denial’ indicates that any novelty is effective if it excludes old, no longer relevant knowledge, but absorbs its present elements and synthesizes them with modern factors connected with society and personality development. According to this fact, an effective method of teaching foreign languages can be the one that uses the most appropriate methodical actions taken from ancient teaching methods and synthesizes them with the latest ones determined by the order of modern society. Therefore, the presented study touches on the problem of the first international methods of teaching foreign languages, the rejection of their irrelevant elements and the determination of those methods that are appropriate to be used in modern educational conditions. In the research the following conclusions were made. 1. The historical prerequisites for the formation of Greek as the first international language were the following: Greek special position within the Byzantine Empire in the IV-XIII centuries and its usage in all countries of the Mediterranean, which were supposed to maintain trade relations among themselves. The peculiarities of learning Greek were: 1) intuitive, which took place in an oral form based on the perception of the language of the clergy and imitation of the words and sentences which were heard; 2) conscious, which meant speaking on the basis of the study of the linguistic structure of the language. 2. The historical reasons for the formation of Latin as the second (next) interstate language were the following: the conquest of the Byzantine Empire by the Christ-bearers in the 13th century and its division into several principalities, among which Latin principality was dominant until the 16th century; the development of its contacts with Western European states. The Latin language educational process embraced four stages: 1) teaching the alphabet, writing letters, mastering the basics of grammar; 2) formation of reading and writing skills and development of the ability to translate texts into the students’ native language; 3) teaching how to understand by ear the sentences with complex grammatical phenomena; 4) memory development for memorizing set-expressions and texts of classical Latin literature.3. The historical factors of the formation of French as the third (next) interstate language were the following: the French conquest of many lands in southern Europe, namely parts of the colonies of Spain, the Habsburgs, and the Netherlands in the 16th and 17th centuries; and the change of a large part of the Christian religion into the Protestant one. The methods of teaching French at that time were: 1) ‘governess method’ for individual learning; 2) ‘synthetic-deductive method’ for mass education. 4. The continuity of the methods of teaching Greek, Latin and French languages has been determined. It consisted in: 1) the use of Latin alphabet, initiated by the Greek enlightened clergy; 2) intuitive language mastering by the representatives of trade centers; 3) analytical study of foreign languages; 4) memorization of set expressions.
KEYWORDS:
history of the development of foreign language teaching methods, historical prerequisites, first international languages, continuity of methods.
FULL TEXT:
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