Keywords
teaching methods
teaching approaches
foreign methodologists
How to Cite
Abstract
The article presents the analysis of the methods of teaching foreign languages developed by foreign scholars, starting from 1750 and up to 2000+. The analysis embraces 4 periods of the development of methods of teaching as an independent science. The author of the article determines the historical features of the development of methods of teaching: namely, having a succession of different teaching methods; using the most effective elements of the previous methods when implementing the new ones; taking into account the students’ preferences when using new learning tools. The analysis of the methodological works of foreign scholars showed that these works: present a chronological sequence in the change of teaching methods; name their principles, advantages and disadvantages; highlight not only different teaching methods, but also their historiography in a certain period of time. In the research it is stated that the change of methods in the educational institutions of the USA has always been determined by the social order of the society; historical, economic and cultural events in the country. The methods, which were newly brand but turned out ineffective, were not introduced into the educational process. It was found out that the USA, as a country that took care of the development of education in Britain, Canada, and Australia, always took into account the conditions and needs of the citizens of these countries concerning the study of foreign languages. That is why, when introducing new teaching methods, the principle of their modification was taken into account in accordance with certain specific features of the above mentioned countries. It was also established that the names of the new teaching methods were not immediately widely used in the educational process in order not to cause negative emotions in students. Therefore, they were implemented gradually. The previous methods did not disappear when new ones were introduced. Their best elements continued to be used. Such step ensured the succession of methods and also enabled students to switch gradually to new forms of learning and simultaneously use convenient and effective forms for learners, for example, such as translation into their native language.
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