THE LINGUISTIC AND EXTRALINGUISTIC APPROACHES IN THE METHODOLOGY OF TEACHING UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES

Abstract

The article focuses on studying the potential of the linguistic and extralinguistic approaches to teaching the Ukrainian Language for Professional Purposes discipline at pedagogical institutions of higher education. The aim of the research is elucidation of the main ways of removal of the orthoepic, accentuating, lexical, syntactic and punctuational drawbacks of professional speech of future primary school teachers within the educational course. On the basis of analysis of the information space of the problem, it has been concluded that the prospects of using the linguistic approach in the context of Ukrainian Language for Professional Purposes are presented in an insignificant quantity of publications. The lexical aspect of professional speech is aimed at formation of the terminological competence of students and, partially, revealing of the methods of lexical combination in professional speech and removal of lexical mistakes. The relevance of the problems of excessive use of passive verb forms and incorrect formation of prepositional constructions in written business language is emphasized, as well as the opportunities for solving them within the course. The main aspects of improvement of the syntactic and punctuational arrangement of professional speech of students and unsolved issues in this context have been outlined.
The linguistic approach to teaching Ukrainian Language for Professional Purposes covers implementation of the pragmalinguistic categories in professional communication, particularly the micropragmatic (the speaker’s level), macropragmatic (the recipient’s level) and megapragmatic (the social level) units. The absence of research into the methodology of teaching the peculiarities of using extralinguistic means in professional communication is emphasized. The necessity of integrated application of the linguistic approach to teaching Ukrainian Language for Professional Purposes along with other conceptual approaches to language education has been confirmed.