ФОРМУВАННЯ МОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ (АКЦЕНТОЛОГІЧНИЙ РІВЕНЬ)
The forming of language competence by future teachers in the elementary school (accentological level).
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The world tendencies of globalization, social and economical transformations in Ukraine build new conditions to the professional grounding of the future teachers in the elementary school. The native educational system plays accordingly a big role, which has to provide the forming of key competences and create effective conditions for this. In this context the realization of language educational competent is very important. It is a part of professional grounding of the future teachers. One of the most important parts of the language grounding is the forming of accentological literacy by the future teachers in the elementary school. It is emphasized that correct word stress is an important characteristic of speech of the individual. It is known that in the modern Ukrainian literary language there are accentuation norms that have developed during historical development of our language. Therefore, an important task of primary school teachers is to know these rules and observe them in their teaching activities. The precision of the word’s stress is a very important sign of personalities’ professional speech (including the teachers of elementary school, who build the foundation of grammatical speech of the juniors). The study of the main principles of forming the accentological concept by future teachers in the elementary school, the clearing of causes of the violation in the word’s stress by student’s speech and the ways to eliminate the mistakes are very important. There were used theoretical and empirical methods in this work. There were done the analysis and synthetic of didactic literature, linguodidactics, Ukrainian linguistic; the analysis of size and content of books and manuals of modern Ukrainian speech for students of pedagogical specialties; the analysis of oral and written language by elementary school teachers. With the help of empirical methods there were done interviews, testing and written questioning of the students. The analysis of the results shows, that there are students’ digressions from modern accentological standards. It is connected with regional peculiarities and a low level of knowledge. As a result there is a need of development of the theoretical material’s content and effective system of practical tasks that is very important in this context.
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