The study is a theoretical-and-experimental research on the issue of developing primary school pupils’ speech using multimedia tools. In the thesis, theoretical and methodological foundations for the development of primary school pupils’ speech using multimedia tools are considered; psychological and psycholinguistic foundations for developing primary school pupils’ speech; the basic notions of the research are described and the content of the notion “the development of primary school pupils’ speech” is clarified. In the study, it is construed as a priority principle for teaching Ukrainian specifying the system of work aiming at enrichment the learners’ vocabulary, enhancement of the grammatical system of their speech; acquisition of the literary Ukrainian language norms; formation of perception skills, reproduction and production of oral and written utterances pursuant to the purpose and environment of the communication.
The educational preconditions for the development of primary school pupils’ speech are defined, namely, the the scientific approaches such as competence-based, student-based, communicative-and-activity, systemic-and-description, text-based and functional-and-stylistic are specified. From among the principles, notably 1) general didactic, the following ones are selected: the use of visual aids, feasibility, activity, regularity and consistence, viability and succession, humanization; 2) linguodidactic: focusing on the matter of the language and the development of the organs of speech; understanding of the linguistic meaning; feedback on the expressiveness of speech, fostering the linguistic flair; co-ordination of oral and written speech; increasing the pace of training. A natural combination of the aforementioned approaches and principles determined the choice of efficient methods, forms and tools for the development of primary school pupils’ speech. The national and foreign experiences of implementing multimedia technologies in the primary school is generalized; the criteria (informational-and-content, speech-and-structural, emotional-and value, behavioural-and-regulative) with the respective indicators and levels of the learners’ speech development (high, sufficient, medium, primary) are defined. Multimedia tools and aids are specified as related to the system of forms, methods and techniques of the activities aiming at the development of primary school pupils’ speech; the methodology for the development of primary school pupils’ speech using multimedia tools represented with a system of preparatory, textual and situational exercises with the multimedia support basing on hardware (computer, projector and smart-board) and software (multimedia presentations, multimedia publications) tools is elaborated.
The results of the experiment proved the efficiency of the presented methodology for the development of primary school pupils’ speech using multimedia tools.
Keywords: speech, speech development, methodology for speech development, multimedia tools, speech development using multimedia tools, system of exercises for the development of primary school pupils’ speech with multimedia support.
