UKRAINIAN LANGUAGE LESSON AS A COMMUNICATIVE EVENT: AWARENESS OF THE PEDAGOGICAL PHENOMENON BYHIGHER EDUCATIONAL ACQUISITIONS

Abstract

Purpose. The purpose of the proposed scientific investigation is to present the results of an experimental study on the awareness of language and literature students of the communicative phenomenon of the modern Ukrainian language lesson, the communicative role of the teacher himself, as well as scientific conclusions as the basis for developing further practical steps towards the formation of the communicative competence of a future specialist. Results. To achieve the goal, the method of analyzing a special scientific source base was used; the method of theoretical understanding and generalization of the scientific principles of the proposed problem; the method of surveying higher education applicants; the method of observing Ukrainian language lessons. Conclusions.1. We observe a partial understanding by the students of the concepts of communicative event and communicative situation, sometimes the concepts are identified. The main goal of communication is seen by the students as the exchange of information, interaction, while the function of perception and the function of influencing the interlocutor are ignored. 2. Despite the absolute awareness by the students of the lesson as a communicative event, the explanations turned out to be somewhat narrow and superficial. 3. According to the respondents, the most active communication between the teacher and students occurs at the organizational and motivational stage, although other stages of the lesson are also partially named. 4. The role of the teacher as an active communicator in a Ukrainian language lesson is partially understood. Beyond the scope of understanding remain such communicative functions as: contact, motivational, coordination, understanding, regulatory and communicative, influence, etc. In addition, in some places we observe confusion between the concepts of «language functions» and «communicative functions». 5. Despite the applicants’ understanding of the dependence of effective student learning on the teacher’s level of communication, only 25% of respondents called themselves successful communicators. 6. The experiment showed that in the system of professional training of future teachers, special attention deserves a deep substantiation of the fundamental provisions on the problem of teacher communication with students in the lesson, and therefore the issue of forming a specialist’s professional communicative competence. 7. We consider it necessary in the future to develop and test a special methodology for the formation of professional communicative competence of future teachers of the Ukrainian language on the principles of communicative didactics, communicative methodology for optimal readiness for professional activity.