PRINCIPLES OF SELECTION AND FUNCTIONS OF EDUCATIONAL MATERIAL FOR COMPETENCE-ORIENTED TEACHING OF FOREIGN LANGUAGES FOR PRIMARY SCHOOL PUPILS: COMMUNICATIVEACTIVITY ASPECT

Abstract

The author of the article examines the didactic and methodological approaches to the organization of competence-oriented teaching of foreign languages for primary school pupils. The principles of selection are defined and characterized, the functions of speech and information material are outlined and substantiated. On the basis of this material the formation of foreignlanguage
communicative competence takes place, The author’s scientific views take into account peculiarities of 1–4 grades pupils, they are based on the main principles of communicativeactivity approach as a priority methodology for teaching foreign language communication. In particular, the following principles have been prioritized: 1) the principle of pragmatism and social efficiency; 2) the principle of communicative value of educational material; 3) the principle of the thematic organization for teaching foreign language communication; 4) the principle of scientific knowledge; 5) the principle of taking into account educational experience
and interpersonal relations; 6) the principle of authenticity; 7) the principle of optimality and availability; 8) the principle of concentric study of topics for communication; 9) the principle of minimizing the content of training; 10) the principle of frequency; 11) the principle of typability and variability of language and speech material; 12) the principle of differentiated teaching; 13) the principle of interconnected teaching of a foreign language and culture; 14) the principle of educational and developing value of teaching material. In addition, the author outlines the functions of linguistic, speech, illustrative and informational means that contribute to the formation of foreign language communication competence, including its components: linguistic, socio-cultural, general education. Besides, the peculiarities of the competence-oriented teaching content are commented on, and the means are directed to mastering them. These scientific provisions require approbation and introduction into school practice, which may become the subject of further research.