POTENTIAL OF UKRAINIAN LANGUAGE TEXTBOOKS IN FORMATION OF DIALOGUE SPEECH SKILLS IN STUDENTS ‒ REPRESENTATIVES OF NATIONAL MINORITIES

Abstract

The article substantiates the importance of developing the skills of dialogic speech as an integral part of students’ communicative competence. The problem of formation of dialogic speech is widely covered in didactic and methodical literature. However, the analysis of the practice of teaching the Ukrainian language in schools with instruction in the languages of national minorities shows that the skills of dialogic speech in students are not purposefully formed. The author sees the reasons for episodic work on the dialogue both in the methodological training of teachers and in the content of textbooks. The author considers the textbook as a certain methodological basis, which reflects the priority of the competence-oriented educational system, its focus on the formation of key and subject competencies. The publication provides an analysis of the content of Ukrainian language textbooks for 3rd grade schools with instruction in the languages of national minorities in order to identify their potential in the formation of students’ dialogic speaking skills. The textbooks of the Ukrainian language for the 3rd grade of schools with instruction in the languages of national minorities (Hungarian, Moldovan, Romanian), which are unrelated to the Ukrainian language, were subject to analysis. The results of this work showed that in the textbooks for schools with Hungarian and Moldovan languages of instruction, there is no system of exercises for the formation of dialogic speech skills in third-graders: separate exercises, their very small number, uniformity do not provide gradual formation of these skills. The textbook for teaching Ukrainian in schools with Romanian as the language of instruction differs significantly from them. It contains tasks that involve the analysis of samples of dialogues, synthesis of own speech constructions, search / selection of language tools (addition of dialogues), modeling, as well as tasks aimed at developing the ability to produce utterances for a specific communicative purpose. Included in the structure of the textbook tasks for dialogue, on the one hand, aimed at developing students’ skills of dialogic speech, on the other ‒ in some way determine the teacher’s activities, coordinate the implementation of program tasks related to speech development of students.