FORMATION OF PROFESSIONAL LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF STUDYING LANGUAGE DISCIPLINES

Abstract

The purpose of the study is to provide a theoretical substantiation of the interaction between the academic disciplines Modern Ukrainian Language with Practicum and Ukrainian Language for Professional Purposes in developing the professional language competence of future primary school teachers, as well as to identify its structural components and practical mechanisms of development. Methods. The methodological framework of the study is based on competency-based, systemic, activity-based, communicative, and integrative approaches. The study employed analysis, synthesis, comparison, generalization, analysis of regulatory documents, and modeling. These methods made it possible to determine the functional relationship between the educational components, the continuity of their learning outcomes, and the logic underlying the development of professional language competence. Results. The essence of professional language competence is clarified as an integrated characteristic of a future teacher’s professional preparedness, manifested in the ability to use the Ukrainian language accurately, appropriately, and effectively in educational and professional communication. Five components are identified: linguistic-normative, speech-communicative, professionallexical, functional-stylistic, and reflective. The complementary nature of the two disciplines is substantiated: Modern Ukrainian Language with Practicum provides the linguistic and normative foundation, while Ukrainian Language for Professional Purposes ensures its professional application. The expediency of professionally oriented tasks is established, including editing pedagogical texts, modeling communicative situations, working with pedagogical terminology, and conducting self-analysis of professional speech. Conclusions. It is proved that the development of professional language competence requires not duplication of the content of language disciplines, but continuity and the consistent transformation of linguistic knowledge into professional speech activity. The following sequence is proposed: linguistic knowledge → language norms → practical language skills → professional speech activity → reflection and self-correction → professional language competence. The results can be used in developing course syllabi and language-related tasks for students majoring in Primary Education