Systematization of educational material in the form of exercises and tasks has been a relevant problem for learning any language, including a classical one. Exercises and tasks – the application of which in the educational process requires an appropriate sequencing and phasing – are given a significant role in building Latin linguistic competence (LLC) of Philology majors. Theoretically, however, the problem is underresearched in the Ukrainian context; the available research that gives insight into building of LLC focuses on modern languages and thus tends to integrate linguistic competence with communicative competence, which has no relevance to teaching Latin. Hence, the goal of this article is to outline the theoretical prerequisites and develop a scientifically sound system of exercises and tasks to build the LLK in Philology majors. The methodology of the research relies on critical analysis and synthesis of theoretical sources with further application of basic concepts in the process of designing the system of exercises and tasks. The review of literature on the problem under discussion has enabled the authors to conceptualise the content and building of the LLC from the standpoint of educational expediency. The three-phase model of building the specified competence is offered: Phase 1 – building of declarative and procedural knowledge; Phase 2 – building of phonetic, grammatical, and lexical skills; Phase 3 – development of phonetic, lexical, grammatical, and analytical abilities. The system of exercises and tasks involves three subsystems – phonetic exercises and tasks, grammatical exercises and tasks, lexical exercises and tasks. Each subsystem contains both the exercises to build relevant skills and the tasks aimed at enhancing analytical skills and critical thinking, which relate to the analysis of language material by integrating Latin with other disciplines the students major in.

Наукові записки. Серія: педагогіка. -2018. -№ 2. 81 3. Критерії оцінювання навчальних досягнень учнів 5-10 класів з української мови. [Електронний ресурс] -Режим доступу: https://mon.gov.ua/. 4. Програма для 5-9 класів загальноосвітніх навчальних закладів з українською мовою навчання (зі змінами, внесеними у 2017 році): наказ МОН України від 07.06.2017 р. № 804. [Електронний ресурс] -Режим доступу: https://mon.gov.ua/. 1. Golub N. B. Conceptual principles of the modern methodology of teaching the Ukrainian language in a comprehensive school / N. B. Golub // Ukrainian Pedagogical Journal. -2015. -No. 1. -P. 107-118. 2. State Standards for Basic and Comprehensive Secondary Education: Resolution of the Cabinet of Ministers of Ukraine dated 23.11.2011 No. 1392. Avaible at: http://zakon.rada.gov.ua/laws/show/1392-2011-%D0%BF. 3. Criteria for assessing academic achievements for students of grades 5-10 from the Ukrainian language. -Avaible at: https://mon.gov.ua/. 4. The program for pupils of 5-9 forms for comprehensive educational institutions with the Ukrainian language studing (with changes that were done in 2017): Order of the Ministry of Education of Ukraine from 07.06.2017 № 804. -Avaible at: https://mon.gov.ua/.

The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).

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