Teaching family vocabulary during Ukrainian language lessons (communicative approach)

Abstract

The relevance of the study derives from the modern objective reality, which is represented by lack of attention to family lexical nominations of family members, the features of the names of communication lines and situational options for the latest use; identifying factors for improvement of interpersonal contacts; fostering a culture of mutual support, etc. (communicative approach). The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of this model and the chosen approach for the development of family lexical competence in high school. Research methods were theoretical (comparative and systematic analysis of philosophical, methodical, psychological, didactic and sociological literature); empirical (analysis of conceptual scientific principles of school education and universal ideas about family nomination, observation, comparison, survey (conversation, questionnaire for teachers and students), study and generalization of pedagogical experience); practical (problem-searching, modeling, pedagogical experiment, mathematical statistics, including quantitative and qualitative analysis of the results of experimental training). They allowed for comprehensive analysis of the problem and influenced it. Ivano-Frankivsk Vocational College of Vasyl Stefanyk at Precarpathian National University served as the basis for the experiment. The study discusses the implementation of the proposed methodological model (communicative approach) in high school and proves the effectiveness of application.

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

“…The findings show that currently three main approaches are used in Ukrainian language teaching: cognitive approach (Goroshkina, 2020), competency-based approach (Goroshkina, 2020, Diachenko & Usatyi, 2021, Savchenko & Lokshyna, 2020, person-centered approach (Aleksandrovych & Malynka, 2020, Kobernyk & Osadchenko, 2019 and communicative approach (Berezenko et al, 2022, Rudiuk, 2021. As a result, we can differentiate four models of Ukrainian language teaching taking into considerations the approaches used.…”

“…o The tasks of a Ukrainian language teacher in the process of implementation of communicative approach are the following (Rudiuk, 2021):…”