The study is dedicated to the issues of teaching the word forming system of the Ukrainian language from the perspective of speech development of the 5-9th graders at general secondary education establishments. The presented methodology for teaching the word forming system is based on the conceptual philosophical, psychological, linguistic, psycholinguistic and linguodidactic provisions and regulations. Its distinguishing feature is a transversal learning of word forming as a system through its interaction with phonetics, orthoepy, graphics, orthography, morphemics, lexicology, morphology, syntax, stylistic and theory of text formation with priority to speech practice.
In the thesis, the theoretical foundations of the study are substantiated; the intrinsic characteristics of the fundamental notions, namely, “word forming system”, “word forming norms”, “ word forming methods”, “ word forming text coherence”, “linguistic and speech personality”, “speech activities”, “speech development”, “linguistic and speech reflection”, “communicative competence”, “speech competence”, “activity competence” and so forth, in relation to other scientific notions concerning the acquisition of the word forming within the school course of the Ukrainian language from the perspective of the speech development of the pupils are defined and specified.
It is established the learner is able to acquire the scope of knowledge, which makes sense to him, therefore, studying the linguistic theory in the process of the Ukrainian word forming system acquisition by the 5-9th graders should occur in close interrelation with phonetics, orthoepy, graphics, orthography, morphemics, lexicology, morphology, syntax, stylistic and the theory of text formation; focusing the learners’ attention on elemental and non-elemental units of word forming system, the twofold nature of word forming norms, regular / irregular, usual / non-usual word formation, word forming coherence of a text; addressing the peculiarities of perception, attention, memory, imagination, thinking of older teenagers, functioning and interaction of psychophysiological mechanisms of speech; basing on the theory of language behavior, stage-by-stage formation of mental acts, speech development of an individual (in both empirical psychology and linguodidactics); reflexive activities.
The priority notions of methodology of teaching the word forming system of the Ukrainian language, those being approaches, principles, methods, techniques, instruments and technologies are distinguished (student-centered, competence-based, activity-based, communicative-and-cognitive, functional-and-stylistic, text-based andresearch), modern principles (technological, dialogue-oriented, creativity, problem-based, communicative-and-pragmatic oriented, self-development, integrative, reflexive, context-based, coherent development of oral and written types of speech activities, complex formation of speech competence and other competences, comprehensiveness.Key words: methodology of teaching the word forming system of the Ukrainian language from the perspective of speech development of the 5-9th graders; complex word forming skills of the 5-9th graders (word forming and linguistic, word forming conceptual-and-speech, word forming and communicative); specific approaches, principles, methods, techniques, instruments and technologies of teaching the word forming system of the Ukrainian language from the perspective of speech development of the 5-9th graders; the system of special exercises for teaching the word forming system of the Ukrainian language in relation to speech development of the 5-9th graders.
