The characteristic features of French curricula and school reports used in Galicia in 1890–1918

• Main Author: Антон Сергійович Іващук
• Format: Article
• Language: deu
• Published: Kyiv National Linguistic University 2020-02-01
• Series: Іноземні мови
• Subjects: французька мова; галичина; навчальний план; звіт; методика навчання французької мови; метод; іноземні мови.
• Online Access: http://fl.knlu.edu.ua/article/view/197197

The article under discussion deals with the curricula and reports on teaching French at schools of Galicia in 1890–1918. It contains the description of content and structure of French curricula and reports for the higher real, five­year and six­year women’s schools and gymnasium No. 5 of Lviv. The historical and educational background that directly affected the methodology of studying foreign languages in Galicia is outlined. The purpose of studying foreign languages in different types of schools of Galicia is highlighted and compared within a selected time period. The educational material used to teach the French language to students is described. A detailed analysis of the grammar teaching material, requirements for reading skills, development of oral spoken and interaction skills, written exercises was carried out. The lack of description of the vocabulary material is explained by its presence in the curriculum and reports of the recommended course books. The author compares the educational material for studying the French language as a compulsory and optional discipline. The textbooks recommended for teaching French at that time are named. The literary works used to develop reading skills at grammar school No. 5 of Lviv are described in detail. A comparative characteristic of the grid for different types of schools has been completed. It was established that despite the difference in the number of academic hours of weekly instruction, the goal and educational material in different types of schools in most aspects had coincided. When selecting educational material for different types of schools, students’ needs were taken into account. It was proved that in a selected period of time for teaching the French language they had used the direct method of teaching foreign languages, as it was evidenced by the special attention to the development of oral spoken and interaction skills, a few cases of translation activities, as well as reading and retelling of literary works in French.