THE FORMATION OF COMMUNICATION SKILLS BY INTERNALLY DISPLACED PERSONS IN THE PROCESS OF UKRAINIAN LANGUAGE LEARNING

Abstract

Abstract. The article presents an algorithm for learning the Ukrainian language by internally displaced persons, which consists of introductory, main and final parts. The methodology of each structural stage of training by the teacher is represented in detail. The types of tasks for the rapid and effective formation of communication skills by internally displaced persons have been developed and analyzed, in particular, a set of exercises aimed at learning vocabulary, the correct pronunciation of Ukrainian words and their correct emphasis, the ability to build monologue and dialogic statements, the development of the ability to communicate with an unknown person, memorization phrases, sentences and questions most often used in everyday life, construction of grammatically correct constructions. The proposed system of tasks will contribute to mastering the skills and abilities to communicate in oral and written form in accordance with the goals and social norms of speech behavior in typical areas and situations. The scientific intelligence provides a number of tips for independent mastery of the Ukrainian language, such as fifteen-minute daily reading, listening to audiobooks, setting the Ukrainian language as the default language in your own gadgets, using the Ukrainian language when shopping on the Internet. It was recommended the Internet portals to improve language culture and the richness of one’s own vocabulary. Taking into account the different methods and forms of work, the following tasks were singled out, with the help of which it was possible to interest internally displaced persons, create comfortable learning conditions and ensure the active participation of each participant in the class. The materials described in the article are intended for teachers who work with internally displaced persons, for people who want to improve and increase their level of Ukrainian linguistic and communicative competence. The task was created on the basis of four main types of speech activity: listening, speaking, reading, writing.