TYPES OF SPEECH ACTIVITIES AT THE STAGES OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: DIRECTIONS AND PROSPECTS OF SCIENTIFIC RESEARCH

The main directions of scientific research into one of the important parts of the methodology of teaching Ukrainian as a foreign language as a science – teaching speech activities – are considered. It is proved that the methodology of teaching Ukrainian as a foreign language at the latest stage of development has a strong scientific theoretical basis and numerous achievements of practicing teachers. The content of the methodology of teaching Ukrainian as a foreign language covers several links: the basics of teaching methods, methods of teaching phonetics, vocabulary, grammar in a foreign audience. The methodology of teaching speech activities not only completes this structure in the professional and methodological training of teachers of Ukrainian as a foreign language within the specialization “Ukrainian as a foreign language”, but also meets the requirements of the communicative method of teaching. Speech activity is considered as an active, purposeful process of transmitting or perceiving information, which is realized in the types of speech activity – speaking, writing, reading and listening. The article summarizes the scientific problems of productive and receptive types of speech activity, which are the subject of numerous scientific works (dissertations, monographs, scientific articles) by Ukrainian linguists. The author emphasizes the unanimous approval in the scientific field of the principle of interrelated teaching of speech activities. Attention is drawn to the study of general theoretical issues related to each type and specific problems concerning the textual basis of teaching (dialogue/monologue, reading text, audio text, written composition), disclosure of the methodological potential of specific genres of texts, techniques and methods of working with them for foreigners of different age, specialty and native language. The most productive areas of scientific research – speaking and reading – have been identified, which demonstrate the growth of communicative and pragmatic motivation of foreigners in learning Ukrainian as a foreign language and the need for scientific understanding of the teaching process. Prospects for scientific research involving the use of translation as an activity, as well as solving the problem of unifying terms within the methodology of teaching speech activities are outlined. Key words: linguodidactics, methods of teaching speech activities, speaking, reading, listening, writing.