CC BY
2
UDC 37
Gairov G., teacher.
Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
HISTORY OF THE DEVELOPMENT OF FOREIGN LANGUAGE TEACHING IN EUROPEAN COUNTRIES
Annotation
The French philosopher Michel Monte can be mentioned as one of the pedagogues who had a great influence on the teaching of the Latin language. He was tutored in his family by a hired tutor-governor. His teacher did not speak French and the lessons were conducted directly. As noted by M. Monte, the lessons were conducted without books, grammar, rules and grammar. Not only the teacher, but also his 2 assistants and all members of the family spoke Latin with M. Montaigne.
Keywords:
foreign language, grammar, phonetics, pedagogue, teaching, teacher.
Гаиров Г., преподаватель.
Туркменский государственный университет имени Махтумкули.
Ашхабад, Туркменистан.
ИСТОРИЯ РАЗВИТИЯ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В СТРАНАХ ЕВРОПЫ
Аннотация
Французского философа Мишеля Монте можно упомянуть как одного из педагогов, оказавших большое влияние на преподавание латинского языка. Воспитанием его в семье занимался наемный наставник-губернатор. Его учитель не говорил по-французски, и уроки велись напрямую. Как отметил М. Монте, уроки проводились без книг, грамматики, правил и грамматики. Не только учитель, но и 2 его помощника и все члены семьи говорили с М. Монтенем на латыни.
Ключевые слова:
иностранный язык, грамматика, фонетика, педагог, преподавание, учитель.
The French philosopher Michel Monte (1533-1592) can be mentioned as one of the pedagogues who had a great influence on the teaching of the Latin language. He was tutored in his family by a hired tutor-governor. His teacher did not speak French and the lessons were conducted directly. As noted by M. Monte, the lessons were conducted without books, grammar, rules and grammar. Not only the teacher, but also his 2 assistants and all members of the family spoke Latin with M. Montaigne. Thus, the natural method encountered in the methodology was started. But it was not possible everywhere to study foreign languages in this way.
The contribution of the certain Czech pedagogue Jan Amos Comenius (1592-1670) to the methodology of teaching 74 foreign languages is even greater. He said that after students have mastered their mother tongue, they can try to learn foreign languages. Y. A. Komensky expressed his scientific views and ideas in works such as "The Door of the Latin Language", "Higher Didactics", "The World in Pictures", "The Newest Method of Languages".
The Swiss pedagogue Alexander Chauvann (1731-1800) belonging to the second half of the 18th century was also deeply interested in the teaching of foreign languages. He recommended that foreign languages should be studied in a purposeful manner, related to the major of the student's choice. A. Shovann also supported the introduction of foreign languages after the mother tongue and other educational subjects were well studied. He
favored the study of these languages by older children through analytical and comparative methods. A. Shovann emphasized that only after a sufficient vocabulary is formed, it is necessary to move on to grammar and learn foreign languages consciously. This methodologist put forward the idea that each foreign language should not be studied separately, but it should be learned by comparing it with other languages. He saw learning a foreign language as a means of expanding his knowledge.
At the end of the 17th century and the beginning of the 18th century in Germany, one of the scientists involved in the teaching of foreign languages was Augustin-Hermann Franke (1663-1727). He was a professor of oriental languages. During A. Franken's time, the old methods of teaching new languages began to disappear. He wanted to find a common method that would be a balance between new and old methods and fit the conditions of the schools. Children were taught their mother tongue until the age of 10, and then foreign languages. Teaching reading and speaking was considered the main goal. Here practice was subordinated to theory. Grammar books also focus on speaking. A.Franke offers students to read books and newspapers in French to familiarize themselves with the state of the people. Many language and writing activities are provided to work in the classroom and at home. In the second year of studying a foreign language, each student had to give a public presentation about his work twice a year. A. Franke played a prominent role in the pedagogy of his time, and his influence spread to Russian and American schools. One of the prominent representatives of the new pedagogic current is the famous German magnate Johann Bernhard Bazedov (1724-1790). In 1752, he wrote a methodology for teaching Latin. In 1771, he published his work under the name "Book of Methods". In many of his works, he criticized old methods and introduced new ones. I. Bazedov's book, decorated with pictures, describes his main didactic principles. "It should be studied little, but eagerly; to be learned little, but in order; few, but the most necessary things must be learned; This book provides tips on translating into mother tongue and foreign language. The methodologist suggested that the blackboard, chalk, book and ink should not be used during the beginning of teaching. References:
1. Harris, Roy (2000). Rethinking Writing. Bloomington IN: Indiana University Press.
2. Smith, Dorothy E. (2005). Institutional Ethnography: A Sociology for People. Lanham, MD: Rowman & Littlefield. Pp. 105-108. ISBN 978-0-7591-0502-7.
3. Ong, Walter (1982). Orality and Literacy: The Technologizing of the Word. London: Methuen. ISBN 9780415027960.
4. Haas, Christina. (1996). Writing technology: Studies on the materiality of literacy. Mahwah, NJ: L. Erlbaum Associates.
© Gairov G., 2023
УДК 37
Березина А.А.
Магистрантка НГПУ им. К. Минина Руководитель: Козлов О.А.
Профессор ФГБНУ «ИУО РАО»
ДОПОЛНИТЕЛЬНАЯ ОБРАЗОВАТЕЛЬНАЯ ПРОГРАММА «АСТРОНОМИЯ И КОСМОС»: ЗАЧЕМ И ПОЧЕМУ
Аннотация
В статье автор рассматривает определение дополнительной образовательной программы, ее
