INTERRELATED TEACHING OF READING AND SPEAKING IN THE PROCESS OF TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE (IN THE TEACHING MATERIALS OF THE MANUAL “UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE. LEVEL B1”)

Abstract

Interrelated learning of the Ukrainian language as a foreign language is implemented through a communicativeactivity approach and is determined by the real communicative needs of students. Taking into account the level of language proficiency changes structural and meaningful speech acts. The formation of communicative competence occurs through the interaction of all types of speech activity. Learning to speak or write is impossible without developed skills to recognize and understand text, while listening is impossible without the process of speaking, etc. The author of the article present an analysis of scientific and didactic literature on the research problem. Scientists note that reading in a foreign language as a communicative skill and a means of communication is, along with oral speech, an important type of speech activity and the most widespread way of foreign language communication. Since we are talking about the reproduction of an educational text that must be read and understood, the question of the unity and specificity of reading and speaking as types of speech activity is essential. This explains the relevance of the research topic. The purpose of the article is to describe the methodology of interrelated teaching of reading and speaking in the process of teaching Ukrainian as a foreign language using the didactic material of the manual “Ukrainian as a Foreign Language. Level B1”, written by the teachers of the department of Sumy State University. To achieve this goal, general scientific research methods (analysis, synthesis, comparison, systematization) and linguodidactic methods were used: theoretical – analysis of linguodidactic literature; development of a system of exercises aimed at improving the processes of teaching reading and speaking; empirical – observation of the educational process to determine the level of formation of students' abilities to perceive, understand information and reproduce it in their own created texts. The author of the article made an attempt to develop and describe a special education system that would meet the needs of the modern educational process, namely: fluency in the language, the ability to express one's thoughts, understand interlocutors, use oral language, as well as reproduce and interpret written information. Taking into account the unity of reading and speaking, the article describes and presents three phases of types of speech activity – the motivational-encouraging phase, which is related to the mechanism of motivation; tentative and research; executive The article presents a system of exercises that meets the real communicative needs of students. Promising areas of further research are: research into the skills necessary in the process of forming interconnected types of speech activity at different levels of language proficiency (from basic to advanced); development of a methodology for selecting materials for teaching reading and speaking; creation and testing of simulators for improving reading and speaking skills.