Implementation of the continuity principle in teaching foreign languages for philology-students

Abstract

The article reflects a theoretical study on adherence to the principle of continuity in teaching foreign languages ​​to philology students. The main contradictions of this principle with the trends of modern linguistics are identified and the ways of implementing this principle in the modern educational process are outlined. Theoretical and experimental methods of investigation of the metatheoretical educational guidelines (principles, approaches and trends) are used in the article: analysis and generalization of the most recent scientific and methodical sources, method of comparison, modeling and inventory of essential provisions; method of observing the educational process, sociological mathematical methods and verification methods for presenting experimental results. It has been proven that remote learning and e-learning of foreign languages, gaining much popularity, require adjustment of adherence to the principle of continuity, and their compliance with content depends on the responsibility and self-regulation of students. Social work with foreign language teachers at philology colleges revealed that, for them, the principle of continuity is important in any educational conditions and trends.