Abstract

Alla Syniavska, Tetiana Sharhun, Olena Lauta, Iryna Bets, Mariya Yarmolenko, Viktoriia Berezovska

The analysis of the source base is carried out in the article, which allows to single out the following tendencies of the unification period: paradigmatic (realization of the ideological imperative in the language and professional training of future specialists in the maritime field); structural-educational(preparation according to unified curricula and programs, reading and translation as a leading type of speech activity); semantic (integration of foreign language training and multicultural education); instrumental and methodical (use of traditional verbal methods, standardized textbooks, limited to information and reproduction exercises).Trends in the study of foreign languages in maritime higher education institutions in the 70s of the XX -early XXI century are found: paradigmatic (consistency with world standards of training future maritime professionals in the study of foreign languages in higher education institutions); structural and educational (standardization of training in higher education institutions with increasing academic freedom of the institution); content (updating the sectoral focus of the content of foreign language education in accordance with international standards); instrumental and methodical introduction of personality-oriented technologies, expansion of educational opportunities,evolution of its forms, methods and means from traditional to innovative).It is determined that the unification period is marked by the fact that the teaching of foreign languages in maritime educational institutions of the outlined period took place according to unified curricula using traditional forms and methods that had a relay character. The leading types of speech activity were reading and listening. The formation of the content of readiness of specialists in the maritime industry provided for the implementation of the ideological imperative, in particular in the process of foreign language training.Identified factors that had a destructive effect on the development of maritime education, such as excessive centralization and unification of management of higher education institutions.