TERMS KNOWLEDGE, LANGUAGE ABILITIES AND SKILLS: FROM NORMALIZATION TO HARMONIZATION IN MODERN UKRAINIAN LANGUAGE EDUCATION

Authors

  • О. В. ТУРКЕВИЧ Ivan Franko National University of Lviv, Ukraine

DOI:

https://doi.org/10.32589/2311-0821.2.2018.152345

Keywords:

knowledge, skills, competence, linguistics Ukrainian as a foreign language

Abstract

Introduction. Terms knowledge, language abilities and skills are central in the presentday Ukrainian linguodidactics. Their studying is predetermined by the necessity to find the most correct definition of them, to draw the microparadigm of notions they embody. Comparing the ways of key points understanding and explanation with those in English, Polish, and Russian
languages allows to work out their categorial components.

The purpose of the article is to analyze the terms of knowledge, skills, skills in the professional language of Ukrainian linguodidactics.

The method of componental analysis makes it possible to describe the semantics of the terms under research.

Results. Particularly, it was discovered that knowledge is a component of the content of learning comprising a collection of information that students acquire or have. The term language ability refers to the capacity to carry out activities in foreign language whereas skill denotes actions that became automatic based on multiple repetitions while doing group and individual exercises and creative tasks. The microparadigms special for each of these terms were singled out according to different criteria and the definition of each term was given. Besides the difference between the Ukrainian system of investigated terms and the Polish, English and Russian systems was discovered. The meaning of the analyzed terms was compared with the term competence that is defined as the totality of theoretical knowledge, practical skills and abilities that are the purpose of language learning.

Conclusion. In Ukrainian language teaching the terms knowledge, language abilities and skills function actively with the existing subsystems of concepts, however ambiguity arises at the level of harmonization with the foreign language correspondences. Sometimes the discrepancies demonstrate the redundancy or inaccuracy arising within the Ukrainian terminology system but sometimes they show the specificity of the Ukrainian system of special units. New analytical constructions containing the units of knowledge, language abilities and skills may appear with the development of the methods of teaching Ukrainian as a foreign language.
Thus, their analysis will be the prospect of our research.

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