The first Russian educational books on the French language: ethical and pedagogical context

Abstract

In the article, educational books on the French language as a means of teaching in the age of Enlightenment are considered in an ethical and pedagogical context. The analysis of the content of these books allows us to state that many of them are compiled not only for the purpose of assimilation of foreign language means, but to a greater extent for the purpose of educating virtues based on traditional values. Thus, the French language is studied using examples of moral statements, instructive stories and fables, proverbs, aphorisms, as well as the best examples of French literature, philosophy, historiography. Thus, an integrative approach was implemented, when students in the process of learning a foreign language not only mastered new knowledge, but also learned the rules of behavior, mastered mandatory ethical standards. An integrative approach in teaching foreign languages can become a retro-innovation that is worthy of implementation in modern schools, colleges, colleges, universities. It contributes not only to the effective assimilation of foreign language knowledge and speech skills, but also helps to develop positive personal qualities of the student, to orient him to the manifestation of moral feelings, to understand his neighbor, as well as to form a sense of duty, responsibility, to acquaint students with the rules of etiquette, to teach polite and friendly communication with other people.