TEXT AS A BASIS FOR LEARNING WRITTEN CONNECTED SPEECH AND SPELLING

Abstract

The article deals with the relevant methodological problem of the interdependence of the processes of teaching connected written speech and spelling based on the text as a didactic unit. The object of the research is the process of teaching schoolchildren the text as a product of speech activity, speech and text skills, the subject is the theoretical and practical development of methods for teaching text as the basis for the formation of text-forming (speech and text) skills in conjunction with text-forming (spelling) skills. The goals and objectives of the article include: firstly, the analysis of theoretical aspects related to the approaches to teaching schoolchildren the text as a product of speech activity and spelling as a structurally and functionally significant component of the written text, with the help of which communicative intention is realized; secondly, the identification of trends in the formation of the text-forming skills (speech and spelling); thirdly, the search for technologies to optimize the learning outcomes of working with text in conjunction with teaching spelling in a modern school. It is proved that the formation of text and spelling skills is more effective on the basis of the text, in a single process of text formation and text formatting, in the aggregate and interdependence of speech and spelling actions. The organization of the educational process is illustrated with exercises and tasks that integrate two areas of work on the text: speech and spelling.

Keywords

• text
• integration
• text-forming and text-forming skills
• speech development
• spelling
• cognitive and communicative actions