The dissertation analyzes the state of the research of issue under study and defines the concept and essence of the organization of teaching foreign languages to gymnasium students in the end of the 19th - early 20th century in domestic education.
The public and educational background of the organization of teaching foreign languages to gymnasium students in the end of the 19th - early 20th century in domestic education is researched.
The author analyses principles of organization of foreign languages teaching, its normative and legal background, content, forms, methods and means of teaching foreign languages in the system of domestic gymnasium education during the period under study.
In the dissertation the curricula, syllabi and educational guides for teaching foreign languages are analyzed. It is found out that the system of gymnasium education went in line with the processes of humanization, which appeared as a result of the emergence of new value orientations of the society towards cultural significance of foreign languages. At that stage foreign languages were mainly considered as a means of spiritual and moral development of the personality, a method of up-bringing student youth as representatives of their own culture, capable for a high level intercultural communication.
It is concluded that during the period under study gymnasium students’ acquisition of separate language systems, namely phonetics, grammar, lexicology and stylistics, was a common characteristic feature of the process of teaching foreign languages. Historical and cultural heritage of the foreign language speaking countries provided the background for teaching these languages to gymnasium students.
The establishment and further development of the system of teaching foreign languages, based on the use of certain methodological approaches and principles, are analyzed. It is concluded that the content, forms and methods of teaching during the period under study were in line with the normative requirements, declared in the educational documents (curricula, explanatory notes to them, etc.). The process of teaching foreign languages to gymnasium students was complicated because of the inadequate level of gymnasium teachers’ training, low funding of their work, lack of gymnasiums, where foreign languages were taught, unnecessary bureaucratization and regulation of the teaching process, complexity of foreign language curriculum requirements, their mismatch with the age-specific characteristics of students.
In the dissertation the educational potential of the pedagogical heritage of the period under study in terms of system of teaching foreign languages in gymnasiums is generalized. It is proved that the ideas and experience of the organization of the system of teaching foreign languages in the national gymnasium education during the period under study offers a number of opportunities, which can be used at the present stage, namely: enhancement of the developmental, educational orientation of modern foreign language teaching towards the main values of cultural and educational practices; development of the system of teaching foreign languages, which involves the work of students both in the classroom and during out-of class time; focus of teaching methods on linguistic practice within the framework of plurilingualism and intercultural communication; acquaintance of students with modern foreign language sources, which cover the peculiarities of education and culture, as well as the history of the people of foreign language speaking countries, etc.; involvement of teachers – native speakers of foreign languages into the process of teaching in gymnasiums; introduction of additional qualification tests for the applicants for the position of a foreign language teacher in gymnasium in order to select the most competent teachers; organization of students’ visits abroad to improve the practice of intercultural communication.
The perspectives of using the experience of teaching foreign languages in the domestic gymnasium education in the end of the 19th - early 20th century in the context of teaching foreign languages to students at the present stage are also determined.
