The thesis is devoted to the problem of the development of the English language teaching methods in Bukovyna in the late 19th and early 20th centuries. The methodological basis of the research has been specified and the source base has been analyzed. The periodization of the development of the English language teaching methods in Bukovyna has been substantiated and the peculiarities of the implementation these methods in the studied period have been determined. The main preconditions for the development of the English language teaching methodology in Bukovyna have been described: historical-social, national-ethnic and educationalorganizational factors that both directly and indirectly influenced the development of the English language teaching methodology in Bukovyna. English curricula and textbooks have been analyzed. The possible reactualization of the productive ideas of the historical and pedagogical experience of the English teaching methods in Bukovyna in the late XIX and early XX centuries has been outlined. The research was carried out with the help of the approaches, principles and methods of four levels: philosophical, general-scientific, specific-scientific and technological. According to the selected criteria, the main stages of the development of teaching English in Bukovyna in 1872–1918 were determined: I stage – 1872–1900 – the emergence of the English language teaching methodology; ІІ stage – 1900–1918 – the development of the English language teaching methodology. The first stage is characterized by the formation of the English language teaching methodology in Bukovyna. The purpose of teaching English was mentioned in the schools curricula: to provide students with the knowledge of grammar, to develop reading skills to and translate English texts into German and vice versa. The study material was organized from simpler linguistic phenomena to more complex ones. The rules of pronunciation, morphology (noun, adjective, and verb) and syntax were recommended. Reading of the English literature was compulsory. The English textbooks of the first period were divided into two groups: grammar references and readers. Methodological concepts of the textbooks, presented by their authors in the forewords, were implemented through the simulation of the learning content. The textbooks contained samples of written speech, and the linguistic material was selected according to the purpose of studying and taking into account the regional study aspect. Lexical and grammatical material corresponded to the purpose of each individual textbook. Structurally textbooks were divided into parts, each containing the minimum composition of the main components. Practical goals played a leading role in teaching English, which was determined by the social factors, the development of education in the region and the requirements of the then period. The previous experience of teaching English was revised in the attempt to replace the existing methods with the new, more effective ones that could meet the social needs of the time. The purpose of learning English was to be able to speak and express thoughts in written forms, read versatile literature, translate from English into German and vice versa, know basic grammar rules and find examples to illustrate them. The English textbooks of the second period were divided into three groups: grammar references, textbooks and readers. The textbooks included phonetic material, reading, stress and intonation rules. Teaching phonetics was also carried out on the basis of gramophone records. The grammatical rules were given briefly, using examples. The theoretical study correlated with exercises on the development of oral and written speech. The analyzed curricula and English textbooks indicate the use of the direct teaching method. In the process of teaching English, the use of speech, integrated and culturological approaches, the application of basic didactic and methodological principles were observed. The peculiarities of using the direct method in Bukovyna include: teaching theoretical aspects of the English language and the use of the translation as a form of work. Reading English literature of different genres and the development of written speech were also contradictory to the principles of the direct method founders. The practical significance lies in the designing of the curriculum of the selective course«English language teaching methods in Bukovyna (1872–1900): theory and practice»; publishing of the textbook «Practicum in the English language teaching methods in Bukovyna (the second part of the XIX – early XX centuries)», which includes theoretical information and practical tasks. The textbook can be used in the educational process of higher education institutions, in the system of preservice and in-service training of English language teachers and also for their selfeducation. Key words: English language teaching methodology, Bukovyna, development background, periodisation.
