Latin Language Textbooks for Universities: Current Situation and Problems of Teaching

   The relevance of the problem under study is due to the fact that the existing practice of teaching the ancient language, based on traditional approaches and not much changed since the beginning of the XX century, comes into some contradiction with the requirements of the present time. Most textbooks were written in the XX century and are focused on the structural approach, which is based on working with texts. However, nowadays the implementation of the grammar-translation method can not give the same effect in terms of reducing hours, an increasing share of independent work of students and the introduction of a competencе-based approach to learning.
   The purpose of this article is to analyze the educational and methodological base of teaching Latin in the context of current teaching practices and assess its effectiveness and compliance with modern requirements.

   The authors of the article identify the features of Latin language textbooks used in higher Education institutions, show that they do not meet the current requirements and the problems associated with it, and also offer possible solutions to them.
   Respectively the article deals with the following tasks: to identify the main techniques used in known textbooks of Latin language, to celebrate their strengths and weaknesses; trends of development of methods in recent years; to analyze, which changes are needed in a modern textbook to match competencе-based approach.
   Methodology. The authors used a system of approaches and methods accepted in modern science, including the principle of consistency and complexity, methods of analysis and synthesis, and the comparative method.
   Results. The authors note that the existing textbooks are focused on the traditional approach to teaching. In the publications of recent years, there is a tendency to profilize textbooks in depth, which, according to the authors, does not contribute to a better assimilation of the Latin language, but, on the contrary, leads to a superficial acquaintance with the language. The main problems in teaching Latin today the authors see in the lack of a modern manual and a new teaching methodology focused on the competence approach in higher education. The traditional method,
focused on the implementation of the grammar-translation method, as practice shows, does not give the same effect when reducing the share of hours and shifting the focus to independent activity of students.
   Conclusion. A textbook that meets modern requirements should solve completely different tasks: teach students to solve standard and non-standard tasks, work in a group, and motivate you to learn. According to the authors,
the emphasis in teaching should be shifted to a broader use of algorithms, exercises and training. It is worth to supplement the existing textbooks with a variety of workbooks, workshops, and collections of exercises to make the learning process more active.

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