FACTORS TO DETERMINE CONTENT OF FOREIGN LANGUAGE LEARNING IN SECONDARY SCHOOL OF UKRAINE

Abstract

The article is a research in the sphere of fundamental knowledge where the author examines works of scientists and analyses peculiarities of foreign language education development (second half of the 20th century – beginning of the 21st century) in order to determine the system of factors that have an impact on transforming the content of foreign language learning. The category of ‘social order’ (also ‘public demand’) is thoroughly analyzed i.e. the author identifies its stakeholders (government and its subordinate institutions, students, parents, labor market) and their role in shaping public demand. It is concluded that each actor has their own ‘interest’ which is determined by the system of values and attitudes in society. Scientific research proves that international institutions (Council of Europe, British Council) have a considerable impact on methodology as well as content of learning. By supporting large-scale cooperation of scholars in the field of experimental methodology and teaching foreign languages they contribute to elaborating new methodological recommendations and tailoring the content of education in national education systems. Along with these macro-factors, the author draws attention to the growing role of individual's own demands to satisfy their interests and personal needs. The student becomes the central figure and calls for individual approach with corresponding individually-oriented knowledge. At the same time obvious is tendency to individual pedagogical authorship, which encourages teachers to create their own didactic materials.
The factors outlined by the author are considered to be interrelated and interdependent. Since foreign language learning is focused on shaping a person ready for dialogue of cultures, the author emphasizes that the content of foreign language learning should be designed taking into account the system of values and socio-cultural markers that are typical for the native-speakers and their particular culture.
The obtained conclusions contribute to better understanding of transformations in social sphere and their impact on content of foreign language learning at school. They can also be used for developing methodological recommendations and instructional materials for educators.