Halaievska L. The development of dialogic skills in the Ukrainian language lessons in the 8th-9th grades

The thesis focuses on the current issue of the dialogic skills of the 8th-9th graders in the Ukrainian language lessons. Basing on the analysis of scholarly works, the meanings of the basic concepts of the problem under consideration, notably “dialogue”, “dialogic speech”, “dialogic cohesion”, “dialogic skills” are specified; the theoretical foundations of the scientific research are established and relying thereon the approaches to teaching are defined, namely, competence-based, learner-centred and activity-oriented ones. From among the principles, the following are selected: 1) general didactic: communicative, situational, reliance on the speech system, comprehensiveness, the predominant role of exercises, text-centred and dialogic interaction; 2) linguodidactic: the focus on the language matter, development of the organs of speech, understanding of language meanings, evaluation of the expressiveness of speech, development of the sense of language and coordination of oral and written language; methods and techniques addressing integration of speech knowledge and advancement of learners’ speech. The development of dialogic skills within the system of forms, methods and techniques in the Ukrainian language lessons is described. The criteria (motivational, cognitive, linguistic-and-speech and communicative) and indicators are established, and the levels (high, good, average and low) of maturity of dialogic skills of the 8th-9th graders in the Ukrainian language lessons are specified. It is experimentally proven that the presented methodology is effective and it will enable the efficient development of dialogic skills of the 8th-9th graders in the Ukrainian language lessons. Keywords: dialogue, dialogic speech, dialogic skills, linguodidactic model of the development of dialogic skills, methodology of the development of dialogic skills.