NORMALIZED SPEECH AS A PRECONDITION FOR ACHIEVING ORTHOGRAPHIC COMPETENCE

Abstract

In this article, we analyze the notion of linguistic norm – a traditional example, a standard which is inherently defined by correctness, relevance, aesthetic harmony, and orthographic competence as integral components of written communication; characterize the formation process of orthographic skills, which provides consecutive learning embodied by realizing all-didactic and methodological principles on the basis of an active communication approach; describe contradictions which are inherent to the methodology of teaching Ukrainian language which don’t consider the influences of family, children’s subculture, literary fiction, and effects of media on a pupil. These stand out as effective methods and antidotes to interfering influences on mechanisms for producing orthographic skills in pupils in a particular linguistic environment. It is difficult to facilitate transition from colloquial dialect to literary language, which has to be done gradually on condition of knowing the underlying history of Ukrainian dialectology, distinguishing features of dialects, typical phenomena of dialects inherent to different groups of dialects, dialectal particulars of a population of the place where the school is located. It should be emphasized that in dialectal conditions the teacher has to deal with important issues such as: varied stability of dialects and diverse abilities of pupils to free themselves from one and the same linguistic nonconformity; which is caused by subjective factors (individual characteristics of pupils, ability to absorb the new information, flexible thinking), as well as objective factors of character; the spread of particular linguistic phenomena in dialects and in practical discourse of a pupil especially; language environment in which a particular dialectal feature functions.