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Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine

100%
Yavorska S.
Studia Gdańskie. Wizje i rzeczywistość
|
2019
|
vol. XVI
23-40
EN
The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.
2

Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

75%
Prince Ololube N., Briggs T., Kpolovie P. J., Uwaoma Ezindu S.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
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issue 2
34-54
EN
This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.
3
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Szkolna nauka czytania i pisania z wykorzystaniem wybranych elementarzy – refleksje metodyczne

63%
Krasuska-Betiuk M.
Forum Pedagogiczne
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2018
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vol. 8
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issue 2
73-92
EN
The text deals with learning to read and write at the initial stage of school education and the role of textbooks in the process of child literacy. The article is of a review nature. The first part shows the psycholinguistic basics of reading and writing and the differences between language systems, conditioning the use of specific methods of learning to read and write. The structure, function and methodical aspects of work with textbooks were described, which was treated as an effective didactic aid and effective form of the child's initiation into the world of writing. In the second part, selected textbooks and the concepts of reading and writing science proposed by their authors are characterized. The traditional approach - didactic and non-evaluative approach - was used to analyze the textbooks. Finally, examples of contemporary Polish, German and one Russian textbook are indicated. The criterion for their selection was the long-term use (nearly half a century) in the first years of school education and the dominance of analytical and synthetic methods in the teaching of reading and writing.
PL
Tekst dotyczy nauki czytania i pisania na początkowym etapie nauczania szkolnegooraz roli elementarzy w procesie alfabetyzacji dziecka. Artykuł ma charakter przeglądowy. W części pierwszej wskazano psycholingwistyczne podstawy czytania i pisania oraz różnice między systemami językowymi, warunkujące zastosowanie określonych metod nauki czytania i pisania. Opisano strukturę, funkcję i metodyczne aspekty pracy z elementarzem, który potraktowany został jako efektywna pomoc dydaktyczna i skuteczna forma inicjacji dziecka w świat pisma. W części drugiej scharakteryzowano wybrane elementarze oraz proponowane przez ich autorów koncepcje nauki czytania i pisania. Do analizy elementarzy zastosowano podejście tradycyjne – dydaktyczne i nieoceniające. Na koniec wskazano przykłady współczesnych elementarzy polskich, niemieckich i jeden rosyjski. Kryterium ich doboru był długoletni okres wykorzystywania (blisko pół wieku) w pierwszych latach nauki szkolnej oraz dominacja metod analityczno-syntetycznych w nauczaniu czytania i pisania.
4

РЕАЛІЗАЦІЯ КОМУНІКАТИВНО-ОРІЄНТОВАНОГО ПІДХОДУ В ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ СТУДЕНТІВ РОСІЙСЬКОЇ МОВИ

63%
Дегтярьова Т., Скварча О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
229-236
EN
The article provides analysis of the practical implementation of the communicative method of teaching performed while working at the textbook ‘Introductory Course of Russian for Foreign Students’. The textbook ‘Introductory Course of Russian’ has the communicative, practical orientation, all the represented in the textbook materials are of the regional studies character. The communicativeness principle is implemented by means of both the selected language material which was compiled taking into account functioning in the spheres which characterize life and studies of foreign students in Ukraine, and organizing this material within the general system of contextual exercises. The regional studies aspect of the textbook is defined by the character of the contained informative materials: even on the early stages students are getting information about Ukraine and the city where they are studying, as well as they are getting the idea of the corresponding speech behaviour in everyday communication in the new verbal environment. Practical orientation is achieved by the contextual principle of teaching material selection and organization, complex presentation of language units which contributes to the development of speech habits. Certain exercises which are aimed at developing skills and proficiency in talking, listening, reading and writing address personal experience of the students themselves or their companions. Special attention is paid to development of all types of speech activity. Lexical and grammar phenomena are introduced in the continuous speech which contributes to the more effective mastering of the new material (a student practices language units in phrases, microtexts, grammatical and lexical exercises, dialogues, generalizing texts). The textbook structure as well as the suggested representation of the language material, system of tasks and exercises which takes into account communicative needs of the students, correspond to the requirements of the communication-oriented teaching and increases the effectiveness of creating speech competence by foreign students of the initial level of studying.
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