METHODS OF TEACHING FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES FROM THE 1950S TO THE PRESENT
Keywords:
development of foreign language teaching methods; non-linguistic universities; training of technical specialists; grammar and vocabulary teaching; grammar-translation method; conscious-comparative approach; conscious-practical approach; linguistic and cultural skills; reading instruction; communicative approach; humanistic pedagogy; higher education structure.Abstract
This article examines the development of methods for teaching foreign languages in non-linguistic, particularly technical, universities from the 1950s to the present day. The authors analyze various teaching methods and highlight how these methods evolved based on state development goals and objectives. There was a time in the history of our country when learning foreign languages was not a priority. In the 1950s, the grammar-translation method formed the foundation of foreign language teaching in both secondary and higher education. This method remained dominant for many years. However, in the 1960s, its limitations led educators to reconsider existing methodologies and return to direct methods, which emphasized practical application, intuition, and avoided translation, discouraging the use of the native language in teaching.
In the 1970s and 1980s, the practical orientation of foreign language teaching methods gained prominence. Methodologists emphasized the need for linguistic and cultural knowledge and skills. It was argued that learning a foreign language should provide students with access to other cultures and facilitate a "dialogue of cultures." Following the fall of the "Iron Curtain," foreign language study transitioned from a theoretical discipline to a practical necessity. The communicative approach became the response to societal demands. This method prepares specialists with professionally oriented language skills, enabling them to use foreign languages as tools in their professional activities.
The new structure of higher education, which includes three levels—bachelor's, master's, and doctoral studies—has improved the teaching system for professional foreign language courses. The article asserts that foreign language study is an integral part of all three levels of higher education and fulfills the requirements of the new federal educational standards.
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