METHODOLOGICAL PRINCIPLES FOR TEACHING UKRAINIAN MORPHOLOGY IN PREPARATORY COURSES

Abstract

The article explores the specific features of teaching the “Morphology” section in Ukrainian language preparatory courses for applicants to institution of professional pre-higher education. The study focuses on developing students’ comprehensive understanding of the system of parts of speech in contemporary Ukrainian and fostering their ability to analyze, recognize, and correctly apply grammatical forms of words in communication. The relevance of this research is determined by the educational gaps in Ukrainian language proficiency among graduates of basic secondary education, the limited time allocated for preparatory courses, and the varying levels of prior knowledge and language skills of course participants.
The study is based on the analysis of the experience of conducting distance preparatory courses in the Ukrainian language, organized at Vasyl Stefanyk Carpathian National University for applicants to the Ivano-Frankivsk Professional College in 2025. The article presents methodological principles for structuring work with morphological material within the limited timeframe of these courses. Effective teaching methods and techniques are identified, including strategies for activating previously acquired knowledge, systematizing grammatical content, and ensuring comprehensive understanding of morphological structures. Special attention is given to the use of electronic dictionaries, summary tables, and visual aids as tools for optimizing the learning process and supporting self-directed study.
Typical difficulties encountered by students are analyzed, such as identifying parts of speech, recognizing morphological forms, establishing grammatical agreement, and understanding word functions in different syntactic contexts. The study emphasizes the importance of combining explanatory-illustrative and problem-based methods, observation, and structured exercises to promote active cognitive engagement and reinforce morphological competence.
The results of this research can inform the development of instructional materials for preparatory Ukrainian language courses, the design of targeted exercise systems for morphology, and the teaching of Ukrainian in both general secondary and professional pre-higher education institutions. By addressing the most common challenges in mastering morphology, the article provides practical recommendations for optimizing the teaching and learning process and enhancing students’ linguistic and communicative competence.