The History of Methods of Foreign Language Teaching in the former Soviet Union.

The Comparative Methods.Thefounder of this method was an academicianL.V.Sherba and the follower of tins method wsui Prof . L.V. Rakhmanovov. The main principle of this method is to acquire all language skills using- the mother tongue of the learners. This method flourished in the 40^tu and 50"¹ ' in the former Soviet Union. The Comparative Method was contributed by L.V.Sherba, K.A.Ganshina, I.A.Gruzinskaya, A..A.Lobarskava, G.V. Galshtain, R.K.Rozenberg and Z.M.Tsvetkova. They compiled very many textbooks, manuals and methodological literature. This method may be called “Sherba-Rakhmanov's Method”. In the 60-th the modernization period of the method began. V.S. Tsetlin published her book “Методика обучения

грамматическим явлениям французского языка в средних школах”. It was a great methodological manual. In 1967 a group of methodologists created “General Methods of Foreign Language Teaching in a secondary school”.

Since 1961 to the present time the method which has been successfully used in the process of Teaching Foreign languages in our country in the modernized conscious-comparative method. It be called Rakhmanovs’5 and his pupils' method.

The history of the methods of Foreign Language Teaching in the former Soviet Union is divided into four stages.

The 1^SI stage is from 1917-1923;

The 2^nd stage is FROM 1924- 1931;

The 3^rd stage is from 1932-1946;

The 4th stage is from 1947-1959;

The 5th stage is form 1960-ur to the present time.

Each period is characterized by the changes of the amis (objectives) in foreign language teaching and is baaed on some de&rute scientific principles and approach,

A scientific approach to foreign language teaching has always been followed m the Soviet Union. Every pupil has to learn a foreign and acquire habits and stalls m using it. As early as 1932 the decree of the USSR government emphasized.

Признать необходимым , чтобы средняя школа обязательно обеспечила знания одного иностранного языка каждому оканчивающему школу.

Since then intensive research work has been carried out in tins field. As a result our schools have received new courses adjusted to the needs of Soviet schooling various textbooks and on the improvement of leaching methods have been published.

Further development of foreign language teaching has been encouraged by the Decree of the Council of Ministers of the USSR. On Improving Foreign Language Learning > adopted in 1961. This gave rise to extensive research work with the emphasis on experimentation. The result in new textbooks and whiteseries supplementary teaching materials now in use in schools. These are the main features of the method, which we believe may be recommended for the teaching of foreign language in schools.

1. The aims of our teaching are practical, educational and cultural. "The teaching of a foreign language must first and foremost lead pupils to practical mastery of it. There are four abilities to train: hearing, speaking, reading, writing with understanding as the main ingredient in each. Tim indicates that the teacher's chief concern should not be only over difficulties of

pronunciation, the growth of vocabulary or grammar, but over language abilities, that is, over getting pupils language abilities into action. The learning of any new language can add to the pupil’s mental equipment, sharpen his wits and develop his intelligence. Foreign language teaching in schools should also contribute to the pupils’ general development.

2. The method is based upon a scientific approach to the determination of the content of teaching. This implies careful selection of linguistic material a clear idea of desired, result in terms of the habits and skills that should be acquired by pupils, in the other word, the exact knowledge of what one expects to achieve at every stage of instruction.

3. The method is guided by the following principles:

A) Oral language is the principal means of teaching a foreign language to achieve any objective the teacher sets,

B) The method is based on the following sequence of language activities: pupils assimilate the material orally before they read and write it.

C) Active teaching techniques are widely used: visual audio and

Audio-visual aids, teaching materials for stimulating the pupils’ speech activities.

D) Special emphasis is laid on a definite sequence in forming language skills:

- getting information about a language unit;

- various drill exercises within the target language sufficient for fixing the material in pupils' memory and forming habits in using it;

- a large number of creative exercises for the pupils to participate actively in the process of communication;

E) The method staves for constant increase of active tame for each pupils to practice in hearing, speaking, reading and writing.

All this should find its reflection in a sequence of lessons as well as in each separate lesson. It should also be applied to work after classes (extra-curricular work and optional course).

Since the distinguishing features of the method are (1) a conscious approach to language learning and (2) the assimilation of the language through pupils' practice in using it. We may accept the name offered by B.V. Belynev, the conscious – practical (сознательно-практический), to emphasize the language skills from conscious approach to automaticy. Such an approach to foreign language teaching is psychological sound and folly justified as has been proved by numerous investigations and experiments carried out by Soviet methodologists. Since it is the teacher who teaches pupils a foreign language, a few words should be said about his work.

Teaching a foreign language is hard work. But hard work will nearly always bring success. When a teacher does his best to make his pupils do the work. P.Gurrey is right when he says that few people realize what, an increasing expenditure of thought and energy is essential for teaching this subject. Indeed, a foreign language teaching requires so much mental and physical activity because of the complexity of language learning.

On the one hand, the teacher must provide his pupils with the knowledge of different aspects of the language (phonetics, grammar, and vocabulary), on the other hand' he should equip them with habits and skills in hearing (listening comprehension), speaking, reading and writing; Hence the teacher of a foreign language needs:

(1) A good command of the language he teaches and a. sufficient knowledge of its phonic, graphic, grammar systems and vocabulary:

(2) A knowledge of pedagogic and psychology; the nature of the learner and the nature of teaching and learning processes;

(3) A knowledge of teaching methods and techniques, the best and most effective ones to use; an understanding of the purpose and aim each method and device he uses;

(4) Confidence and skill in his handing of teaching techniques.

This will allow the teacher to find the right approach to each particular situation and, therefore, to be really proficient.