STUDYING UKRAINIAN IN PRIMARY SCHOOL IN MULTILINGUALISM

Abstract

It was established that the level of minimum requirements for the speech training of elementary school students should be the same, regardless of the school in which the students study - with the Ukrainian language of instruction or another (in Russian, Bulgarian, Moldavian, etc.). The study of research on the problem revealed the place of speech situations in the language lessons, literary and extracurricular reading. By a speech situation, the author understands an artificially created situation where the student feels with the hero, or instead of the hero. Types of speech learning situations (real, imaginary, built on the basis of the read text, selected illustrations, drawings) are highlighted. The structural components of the speech situation (the description of the scene, participants in the conversation, the speaker’s life experience, speech patterns, speech task, stimulus, motive, speech reaction) are disclosed and a description of each structural component is given. It is determined that the condition for the effectiveness of the use of speech situations is the selection of speech material that meets certain criteria, principles and approaches, and the preparatory work of the teacher: clarifying the dictionary, working out the pronunciation of words, making phrases, etc.