attributed to traditional approaches to the
educational process. Among the classical
approaches proposed as a basis for forming a
comprehensive concept of modern foreign
language teaching, the method of grammatical
translation is considered, primarily by us. It
involves acquainting learners with the language
basics and rules along with translation practice.
This teaching model has been considered the
most widespread, convenient, accessible,
understandable, and widely used worldwide.
Advocates of the translation method believe that
acquiring skills in translating text from one
language to another contributes to the
enhancement of the learner's intellectual abilities
while simultaneously fostering the development
of cross-linguistic communication skills.
It is assumed that traditional methods of teaching
foreign languages should create a solid
foundation for the further integration of
innovative approaches into a comprehensive
teaching system. From a practical standpoint,
special attention is deserved by the direct method
of foreign language learning, which focuses on
oral communication and offers the use of the
imitation and memorization principle as its main
advantages. However, it is characterized by the
active use of patterns and does not ensure the
formation of fundamental knowledge, reflecting
its superficiality and limitations for further
development, hindering the improvement and
continuous advancement of language proficiency
levels among learners (Shaydarova, 2015).
Audiolingual Methodology in Foreign Language
Teaching, incorporating linguistic theory and
elements of psychology, is designed to overcome
the limitations of the direct method. Therefore, it
can also be considered as one of the components
of the comprehensive language teaching
methodology under development. Techniques
such as repetitive exercises, vocabulary learning
in context, reinforcement of information through
visual aids and cards, as well as focusing on
correct pronunciation of the learned words, may
hold the greatest value (Shaydarova, 2015).
Another effective foreign language teaching
methodology, extensively described in scientific
literature and deserving attention in terms of
applicability in modern conditions, is
Suggestopedia. This method, credited to
(Lozanov, 1982), is based on situational
reinforcement of speech material. It is
characterized by an orientation toward creating a
natural scientific environment with the
manifestation of learners' activity, emphasizing
the mobilization of hidden personal human
reserves through relaxation. Learners should
perceive the study material while sitting in
comfortable chairs, listening to pleasant music,
and being in a maximally relaxed state. In such
conditions, the cognitive reserves of the learner
are in a state of maximum receptivity, and the
brain is susceptible to suggestion, which, in turn,
logically contributes to the productive
assimilation of knowledge (Shaydarova, 2015).
A significant contribution to the developing
methodology of teaching foreign languages, in
our view, can be made by the communicative
method. Its proponents involve learners in the
functional use of individual language capabilities
at a pragmatic level. In the comprehensive
methodology, it is imperative to employ skills
such as rapid reading, constant improvement of
translation accuracy, and the use of non-standard
contexts by students in language learning,
allowing the methodology to go beyond the
familiar boundaries of language perception
(Skorobrenko, 2018b)
Based on the findings of this study, a departure
from monotonously structured educational
processes is proposed through the
implementation of an active transformation of
entrenched traditional methodologies. It is
suggested to modernize them with the aid of new
pedagogical technologies in education.
Primarily, this idea can be realized through the
intensive creation, enrichment, and
systematization of an electronic data repository
in the form of the informational space of the
Internet, which opens entirely new possibilities
for learning and improving one's language skills.
The comprehensive methodology proposed for
implementation should take into account the
international context and establish a close
connection with the possibilities of using a
unified digital information space. First and
foremost, innovative teaching methods
contribute to orienting the educational process in
line with the requirements of the dynamically
changing external world. The achievement of
user-specific interests through independent
educational activities also becomes significant.
However, certain conditions must be met:
modern methodologies should be characterized
by transparency, organization, and maximum
integration into existing educational
environments (Baronenko et al., 2017).
According to the majority of experts, a person-
centered approach to the educational process
takes precedence in the field of foreign language
teaching today. Its implementation can be