The System of Exercises and Tasks to Build the Linguistic Competence in Latin

Abstract

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.