Historical and theoretical paths of the formation and development of syntax teaching methodology

Abstract

The article presents a historical and theoretical overview of the development of teaching methodology for Armenian language syntax, with a focus on its linguistic, logical, and psychological foundations. It analyzes key stages in the evolution of methodological thought—from the medieval works of Hovhannes Yerznkatsi and the principles initiated by Mesrop Mashtots to the methodological systems formed in the 19th–20th centuries. The study shows how Armenian language teaching methodology was initially viewed as a branch of didactics and later evolved into an independent discipline. Special attention is paid to students' age-related, sensory, and intellectual characteristics as psychological factors influencing the acquisition of syntax. The role of logic and individualized approaches is emphasized as a means of enhancing learning effectiveness. The article also examines the theoretical and practical contributions of prominent educators and linguists such as Khachatur Abovyan, S. Mandinyan, M. Abeghyan, A. Gharibyan, F. Khlghatyan and others. Overall, the study highlights syntax instruction as a crucial tool not only for linguistic knowledge acquisition but also for developing students’ speech and logical thinking.