The object of the research is the theory and practice of Germanic languages teaching in Bukovyna (the first half of the XX century).
The aim of the research is to substantiate the periodization of the development of Germanic languages teaching methods in Bukovyna in the first half of the XX century, to identify the stages and features of the development through retrospective and system-conceptual analysis.
The scientific novelty of the research lies in a comprehensive study of the development of Germanic languages teaching methods in Bukovyna in 1918–1940. The paper describes historical-social and educational-organizational preconditions of the development of Germanic languages teaching methods; determines and substantiates the periodization of Germanic languages teaching methods; reveals the Germanic languages teaching process; specifies methodical approaches, principles, methods of Germanic languages teaching in Bukovyna during the period under studies.
Little-known and unknown archival documents, historical facts, related to the development of Germanic languages teaching methods in Bukovyna (the first half of the XX century) have been introduced into scientific circulation.
The systematization of the research source base, with due regard of the chronological approach and the analysis of the development of Germanic languages teaching methods in different types of schools in Bukovyna (1918–1940), has been further developed.
The practical significance of the obtained results includes a curriculum design of the course „Methods of Teaching Germanic Languages in Bukovyna (1918–1940): Theory and Practice”; developing a manual „Germanic Languages Teaching Methods in Bukovyna (the First Half of the XX Century)” for students studying at high schools of III–IV accreditation levels in the specialties: Secondary Education (Language and Literature (German); Language and Literature (English)), Philology (Germanic Languages and Literature (including translation); German Language and Literature; English Language and Literature). The dissertation materials can be used in teaching courses at the departments of postgraduate education of German and English teachers, and in students’, undergraduates’ and graduate students’ research.
The first section deals with the analysis of the methodological fundamentals and the source base of the research. The approaches to the stages that determine the development of Germanic languages teaching methods in Bukovyna (1918–1940) have been substantiated. The research was carried out with the help of the approaches, principles, and methods of two levels: general-scientific and specific-scientific.
The second section outlines the formation of Germanic languages teaching methods in Bukovyna. At this time, Bukovyna joined Romania, which led to political, economic, territorial and cultural changes in the area.
It has been ascertained that the period under studies was marked with the prevalence of analytical programs, curricula, and annual reports. According to the discovered curricula, foreign language teaching aimed to teach the pupils to speak and express themselves in a written form, to develop reading skills.
The investigation reveals that the textbooks in German and English were divided into three groups: books including texts, various exercises and tasks; readers containing the excerpts from various genres of fiction by famous writers; textbooks on trade correspondence representing letters samples of commercial content.
The analysis of numerous curricula and textbooks enables us to verify that Germanic languages teaching in Bukovyna during the period of 1918–1932 took place on conceptual and methodical basis of the direct method. The implementation of the direct method was carried out on the basis of speech and cultural approaches, with the basic didactic and methodological principles.
The third section describes the period of the development of Germanic languages teaching methods in Bukovyna. This stage was characterized by education reforms aimed at developing and improving the education system. The pupils’ mental abilities, skills, and interests were taken into consideration in the process of foreign language teaching.
In addition, there has been determined a new purpose of foreign language teaching. It was stated in the curricula and enabled students to speak and express their thoughts in a written form, to read and translate foreign texts.
The textbooks of the second stage were divided into two groups: textbooks including texts, phonetic, lexical, grammatical material, and exercises; readers containing fiction, biographies of famous writers, excerpts from texts in the field of natural and philological sciences, and tasks.
