The theoretical analysis of literature on investigated issue allowed us to define such components of concept «pedagogical conditions of teaching» as general pedagogical conditions and special-educational ones. To our mind general pedagogical conditions are: purposefulness of pedagogical process, scientific character of maintenance of education, systematic character and sequence of educational process, consciousness, an activity of pupils (students) during pedagogical process, the choice of optimal methods, forms, facilities, complexity of education, taking into account individual features of students, durability and effectiveness of the results of education, respect to personality of student in combination with demand. Such special-educational pedagogical terms as teaching of foreign speech activities (listening comprehensive, speaking, reading, writing), taking into account of native language, the maintaince of communicative exercises, personality-oriented teaching, authentic educational materials (textbooks, videomaterial and audiodiofiles, language laboratories etc.), motivational providing of foreign activity, individualization of process of teaching foreign languages are also very important.
The generalization of the views of scientists, foreign language teachers and linguists gave us an opportunity and theoretical basis for distinguishing of 5 periods of teaching foreign languages for students of pedagogical schools of Ukraine in the second half of the XX-th century: 1) 1950-1958, 2) 1958-1971, 3) 1971-1984, 4) 1984-1991,5) 1991-1998. Each stage was characterized by positive changes in the content and methods of teaching foreign languages in secondary pedagogical educational establishments of Ukraine (USSR till 1991).
On the basis of analysis of archival data it can be asserted that students of pedagogical schools of Ukraine in the second half of the twentieth century had a low level of foreign language because of such reasons: the lack of curricula for teaching foreign languages for pedagogical schools, the reform of the system of educational institutions, the absence of qualified teachers, lack of textbooks and teaching materials on the foreign language training of the younger generation.
Studying of teaching-methodical and historical literature of the second half of the twentieth century concerning the aspects of teaching foreign languages in secondary educational institutions, we determined the peculiarities of professional training for future teachers of foreign languages for pedagogical schools of Ukraine during studied period. The main goal of teaching foreign languages in pedagogical schools was mastering of speaking, but students did not understand foreign language and did not know how to converse in it. The distribution of speaking into dialogical, monologue and listening comprehension complicated the programs of pedagogical schools and became the basis for the development of differentiated exercises for each type of foreign language activities. Teaching of reading foreign texts and exercises on understanding texts occupied almost all the time in classes, however, the number of pedagogical schools’ students who did not know how to read and did not know even the alphabet of foreign language was significant. A positive feature of the texts for reading was their diversification (since the 1970s of the twentieth century), taking into account country-specific information about the country the language of which was being studied. Writing was used in pedagogical schools of Ukraine only as a means of better teaching of other types of foreign language activities.
The characteristic features of the formation and development of secondary special pedagogical education in Ukraine in the second half of the twentieth century were singled out. Pedagogical schools were created on the basis of pedagogical technical schools, pedagogical classes or special schools, their number varied according to the number of other educational institutions and establishments of Ukraine (USSR till 1991). The structure of the system of secondary special pedagogical education depended on the quality of conducting vocational guidance work with secondary schools’ students, economical, political and educational policy of the country as for needs of qualified teachers for different types of educational establishments of Ukraine.
