RETROSPECTIVE OF ENGLISH TEACHING METHODS IN BUKOVYNA (LATE NINETEENTH CENTURY)

Introduction. The origin and development of English teaching methods in Bukovyna (in the late XIX – early XX centuries) has not been the topic of specialized scientific research. The Purpose is to describe the process of the emergence of English teaching methods in Bukovyna in the late XIX century, to reveal the main preconditions of the origin of this process and to characterize the periods of the development of the given methodological phenomenon. Methods. General scientific and empirical research methods have been used. The critical analysis of educational documents, curricula and textbooks in English, approved by the Ministry of Education and Religion of Austria-Hungary in the between 1869 and 1918, has been made. We have studied the funds of the State Archive of Chernivtsi region. The hermeneutic method was used in an attempt to preserve the authentic verbatim content of the translation and interpretation exactly as it was understood by the contemporary authors, using the conceptual categories apparatus of those times and keeping the original language in the titles of the textbooks. Results. The origin of the English teaching methodology in Bukovyna in late XIX century was preconditioned by historical, social and pedagogical tendencies of the epoch and general foreign language teaching methodology in Europe. Austro-Hungarian occupation of the land Bukovyna had an important impact on the general educational processes in the region and the development of English teaching methods in particular. English first appeared in the schools' curricula in 1972 in Chernivtsi gr.-or. real school. Soon this subject was studied in other schools of Bukovyna. The development of English teaching methods continued till 1918 when the monarchy collapsed and Bukovyna was occupied by Romania. Originality. New documents and literature have been presented which were not used in scientific pursuits before and the contribution into the development of the regional pedagogical and historical education has been made. Conclusion. The methodology of teaching English in Bukovyna developed rapidly and was influenced by general European educational trends. The methods transformed from translational ones to more advanced direct methods. The objectives of English teaching transitioned from theoretical knowledge of grammar and reading skills to more practical speaking and writing.