FORMATION OF FOREIGN LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS (1950S–1960S)

Abstract

The article examines the peculiarities of foreign language teaching for future primary school teachers in the 1950s–1960s. Introduction. Foreign language training for future teachers in higher education institutions has always been characterized by a comprehensive approach and a transformative nature. The purpose of this work is to determine the peculiarities of the formation of foreign language competence of future teachers based on the study of historical and scientific-pedagogical literature of the period under review. Foreign language teaching in the 1950s and 1960s was determined in accordance with the language policy of the Soviet republics. The low level of foreign language proficiency among future specialists required the implementation of necessary measures. Among them, it is worth highlighting the increase in the production of educational films on foreign languages, the purchase of educational films on foreign languages abroad for use in Soviet higher education, the production of gramophone records and sound films, short stories and excerpts from works of fiction with accompanying printed texts, measures to organize the wider use of radio and television in educational activities, and an increase in the amount of printed foreign-language educational literature. Scientific novelty – a comprehensive study of the pedagogical conditions for teaching foreign languages to future primary school teachers in the 1950s and 1960s. Conclusions. Foreign language education during the period under study was transformed in accordance with changes in the linguistic and pedagogical training of teaching staff in Soviet Ukraine in accordance with the laws and decrees of the Ministry of Higher and Secondary Specialized Education of the USSR. In general, the proposed measures were not effective, since the practice of foreign language teaching differed significantly from the target component due to the peculiarities of international state policy. There was a gradual transition to professionally oriented foreign language teaching.