The work is a theoretical and experimental study of the problem of the verbal competence formation in pupils of 5–6 Grades during playing activities in Ukrainian language lessons.
The study substantiates the theoretical foundations of the verbal competence formation relating to a subject and as a component of a general communicative one in playing activity of Grades 5–6 pupils; the specification of the notions content «verbal competence of Grades 5 and 6 pupils», «the Ukrainian language verbal competence formation in pupils of 5 and 6 Grades in educational and playing activities»; the lingo-didactical conditions for the effectiveness of educational and playing activities aimed at the verbal competence formation in pupils in of 5–6 Grades are clarified, the criteria (motivational-value, lingo-cognitive, text-communicative, language-normative) with corresponding indicators and the levels of verbal competence formation in pupils during game activity (high, sufficient, average, initial) are defined.
Due to the synthesis of scientific provisions, educational-playing activities we can explain as the playing activities aimed at achieving educational goals, and its outcome is characterized by personal changes and academic achievements. It was found out that language play is a characteristic feature of educational-playing activity in the school course of Ukrainian language. On the basis of generalization of the corresponding linguophilosophical and linguistic concepts, we consider the language play as a functional-stylistic phenomenon, which is most fully reflected in the text (discourse), it is a figurative technique that performs a certain pragmatic function in speech. It is investigated that attention to the language game allows to actualize the student's speech experience, to accelerate it to action – on the one hand, to aesthetic perception of figurative text, on the other hand – to the production of his own original speech in a figuratively-expressive form. Taking into account the linguistic-philosophical and linguistic provisions concerning the language game, while organizing the Ukrainian language course, it is possible to realize the interconnection in the development of general and teaching-subject skills which are necessary for the perception of figurative didactic text and the free and original expression of personal needs, intentions by the means of Ukrainian language.
A methodology for the verbal competence formation in pupils of 5–6 Grades in Ukrainian language lessons using the gaming activity is developed.A proposed methodology is provided with a set of educational-playing tasks, specially selected texts based on the language game, and communicative situations, which makes it possible to increase the motivation to learn Ukrainian language, improve the quality of work on developing pupils' speech, provide an individual, differentiated approach in teaching, intensification and effectiveness of the speech competence formation process.
The experiment results confirmed the effectiveness of the proposed methodology for the verbal competence formation in pupils of 5 and 6 Grades during the gaming activities in Ukrainian language lessons.
Keywords: verbal competence, educational and playing activity, language game, speech competence formation in educational and playing activity, playing task, playing situation, playing method, playing learning technology, interactive educational and playing complex.
