THE USE OF DIDACTIC GAMES IN THE PROCESS OF FORMING MONOLOGICAL SPEECH OF YOUNG SCHOOLCHILDREN

Abstract

The modern system of primary education provides for a competency-based approach to learning, which aims to achieve results in the form of competence, among which the leading role is played by speech-related ones. Thus, in the State Standard of Primary Education speech competence is characterized as the ability to use the means of the native language for communication. An important component of it is the formed monologic speech (MS) of younger schoolchildren, which is closely interconnected with the mental and intellectual development of the personality. The article considers the essence of the concept of "monologic speech", provides analysis of works on the features of monologue conducted by domestic and foreign scientists; the main concepts related to coherent speech are characterized; the features of the development of monologic speech in primary school students are outlined. It is concluded that teaching monologue as a component of the communicative competence of younger schoolchildren contributes to the desire for mutual understanding of partners, friendliness, openness, and the development of the ability to communicate within the rules and norms of the general culture of speech and behavior. In general, the development of monologic speech of younger schoolchildren is a complex and gradual process that involves various aspects of speech development and communication. The appropriateness of using special measures to comply with the stages of work on the formation of monologic speech of younger schoolchildren is substantiated; its impact on the development of the personality of the younger schoolchild is determined; a special set of didactic games for the formation of monologic speech skills of primary school students is proposed. The author offers a selected set of didactic games aimed at the formation of the above-mentioned skills during the language and literature lessons. The results of the study showed that the set of exercises aimed at the formation of monologic speech of younger schoolchildren contributes to the formation of speech competence, improvement of communicative qualities of speech, and raising the level of speech culture. The methodological principles of involving a set of exercises for teaching monologue during the lessons of Ukrainian language in primary school are scientifically substantiated; It is proven that the specified complex can be implemented in the educational process, as well as used to improve corresponding programmes and textbooks. Prospects for further research in the specified field are also outlined. The materials of the article can be used to improve the methodology of teaching the Ukrainian language in primary school.