FORMATION OF SPELLING COMPETENCE OF STUDENTS OF NON-PHILOLOGY SPECIALTIES IN UNIVERSITIES IN THE CONTEXT OF THE IMPLEMENTATION OF STATE LANGUAGE POLICY IN UKRAINE

Abstract

The article outlines the aspects of the problem of formation of spelling and punctuation competence of students of higher education studying at non-philological faculties of Ukrainian universities. The main emphasis is on the implementation of the language policy of the state in the conditions of the war in Ukraine. The generally recognized criteria of language policy are considered through the prism of today, language legislation is characterized. The author's definitions of the concepts “language-communicative competence”, “spelling competence” are proposed. The state of coverage of the problem of formation of language-communicative competence in general and spelling competence in particular in the studies of Ukrainian scientists is analyzed. In the practical part, the results of the diagnosis of the levels of formation of the spelling competence of first-year non-philology majors conducted at the Polissia National University were reported. The radio dictation of the national unity “Roads of Ukraine”, the text of which was written by 147 winners, was chosen as the material for analysis. Examples of typical spelling errors in the works of applicants are offered and the reasons for their occurrence are clarified. The study consistently outlines effective forms and methods of optimizing the process of forming the spelling competence of firstyear students during classroom classes on business Ukrainian language and various forms of extracurricular work. The content of the educational discipline module “Business Ukrainian language”, the subject of which is Ukrainian orthography, is characterized. It is recommended to use such forms of classes as problem lectures, consultation lectures and colloquiums to study spelling norms. Preference is given to traditional written exercises and creative tasks, work with dictionaries, testing, didactic games. The expediency of using Internet resources for creating exercises is emphasized. The conclusions emphasize the flexible and rational approach of the teacher to the choice of methods and forms of education, as well as the perspective of the problem.