TRANSFORMATION OF THE CONTENT AND METHODS OF ENGLISH LANGUAGE TEACHING OF THE FUTURE NON-PHILOLOGICAL SPECIALTIES’ TEACHERS IN 1940s-1950s OF THE XX CENTURY

Abstract

The results of the study reveal social and pedagogical importance of the outlined problem, the insufficient level of its scientific development, the estimation of the real state of foreign language education in the system of preparation of pedagogical workers in different historical periods, the need to use the positive experience of organization and implementation of teaching foreign languages. The purpose of the article is to study the process of transformation of the content of professionally-oriented English language training for future teachers of non-philological specialties in the 40's and 50's of the XX century. and universities was widely discussed at conferences and mass media. In those years, the mentioned problem did not only begin to be formulated in connection with the prevalence of initial grammar-translation and later – consciously-comparative methods of teaching a foreign language. Although the socio-economic situation at that time did not require deep knowledge of a foreign language from the comprehensive school graduates, it became apparent that underestimating the specifics of this subject lead to the separation of grammar knowledge from the practical acquaintance with the language. Hence, the «bias» towards one of the aspects of language, grammar, was quite natural.