PRACTICE-ORIENTED APPROACH TO TEACHING THE DISCIPLINE “HISTORY OF THE ENGLISH LANGUAGE” AT THE PHILOLOGICAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS

Abstract

The article deals with a practice-oriented approach to teaching the discipline “History of the English Language” at the philological faculties of higher education institutions, with an emphasis on combining theoretical education and  training practical skills in their usage for explaining language phenomena and ties in communicative situations at different historical stages. Since this course combines historical, linguistic and cultural aspects, it is important to develop students' ability not only to learn theoretical foundations but also to apply this knowledge in real-life language contexts. The main principles of the practice-oriented approach are interactivity and the connection of theory with practice. The use of active learning methods, such as role-playing games, project activities, and group work, promotes deeper student engagement in the educational process. In particular, role-playing games allow you to project certain language situations at different stages of the formation of a foreign language system, involve students in defining and explaining language constructions and phenomena, and analyze the impact of certain historical processes on the modern system of the English language, which, in turn, will provide a better understanding of the historical, social, and cultural factors of the language evolution as a whole.  In this aspect, tasks that involve the analysis of authentic texts from different historical periods and the practice of translating texts from Old English or Middle English into modern English become important. The use of contextual exercises during practical lessons in the discipline "History of the English language", which help students understand language changes through practical tasks, is also an effective tool in the educational process. As a result of the practice-oriented approach, students not only acquire theoretical knowledge, but also learn to apply it in practice, which significantly improves the quality of their professional training. This approach allows students to develop the necessary skills for a deep understanding and interpretation of language changes, and provides a holistic perception of the history of the English language in the context of cultural and social processes, which is important for their future professional activities.