Speech genres in language education of the NUS as a perspective of the Ukrainian language rhetorical aspect realization

Abstract

The article outlines the semantic features of the Ukrainian language rhetorical aspect in general secondary education in terms of implementing the principle of text-centrism and the formation of students' speech and rhetorical skills. The specifics of rhetorical education of language teachers are revealed and the parameters of their readiness for teaching students of speech genres are determined, as well as the methodological features of this activity in basic language education are described. The requirements to be a discourse personality capable of realizing linguodidactic discourse in the language education of the New Ukrainian School, and to be competent in the implementation of pedagogical communication genres are substantiated. The model curriculum in the Ukrainian language in the context of mastering speech genres with the use of different types of students’ educational activities (organizational, cognitive, speech, text) and focusing on the formation of expected meta-subject results in accordance with the State Standard of Basic Secondary Education was analyzed. The definition of the «speech genre» concept in linguodidactics is given, a proposal is made for the linguopragmatic transformation of the established classification of speech genres (information genres, genres of influence, information and influential genres). Examples of exercises and learning tasks for mastering speech genres at the Ukrainian language lessons at the adaptation stage of language education in the New Ukrainian School are given.