The thesis is dedicated to the issues of forming socio-cultural competence of basic secondary school pupils on the syntax of simple sentences.
In the study, the present state of work on this issue in linguistic, psycholinguistic, sociolinguistic, pedagogic, philosophical and methodological literature is considered. It is determined the socio-cultural components are interconnected through the content of cultural and social contexts and the acquisition thereof should proceed comprehensively. The cultural context comprises the knowledge of realities common to the entire native-speaking nation and the social one involves acquisition of specificities of the society and social communicative environment prevailing at a certain stage of societal development. The scope of socio-cultural competence is defined as well as its importance for the pupils’ development and activities. In the study, the content of the notion “socio-cultural competence” is construed as learners’ ability to integrate the knowledge of social and cultural contexts deliberately; and as educational and developmental activities of teachers and pupils within the didactical context of teaching Ukrainian.
The methodology for forming socio-cultural competence of basic secondary school pupils on the syntax of simple sentences is elaborated. Forms, methods, techniques, instruments and resources for conducting lessons in Ukrainian for forming socio-cultural competence are improved. When selecting the methods, the priority was given to research and problem-solving (situational, project-based) ones, as well as to dialogical, gaming, linguistic programming, algorithmization methods and exercises. Four groups of techniques effective for teaching language and forming socio-cultural competence are singled out, namely, didactic-and-methodological (analysis, comparison, contrast, synthesis, deduction, etc.), specific techniques (speech analysis, grouping of linguistic phenomena, definition of principal and secondary parts of a sentence; types according to the purpose of an utterance; types of simple sentences), techniques for forming the communicative skills (drafting a plan, analyzing the content, heading, etc.) and techniques of problem-based teaching (creating a situation, facts analysis, checking the proof).
Basing on the analysis of the theoretical material and taking into account the fact, that the indicator for forming socio-cultural competence is defined in a comprehensive manner, four criteria are singled out (value-and-motivational, cognitive, emotional and behavioural) and the respective indicators are determined thereof. The standard levels of formation are specified for every criterion (low, intermediate, sufficient and high).
The experimental study proved the efficiency of the presented inventive methodology. Improving the lesson structure, updating the recommended methods, practices and instruments, doing the exercises and tasks systematically and working on texts according to the proposed algorithm contributed to the deliberate acquisition of the linguistic theory, the formation of the components of socio-cultural competence; gaining the experience of solving life's challenges. The outcomes confirmed that forming socio-cultural competence at some lessons only and without a clear system thereof would produce no results. While the formative stage of the educational experiment it is proved the efficiency of work on forming socio-cultural competence of basic secondary school pupils on the syntax of simple sentences is significantly higher provided it is implemented progressively and systematically.
Key words: the Ukrainian language, syntax of simple sentences, socio-cultural competence, basic secondary school pupils, socialization, social roles, methodology for forming socio-cultural competence.
