FORMATION OF FOREIGN MEDICAL STUDENTS’ ORTHOEPICAL LITERACY

The article focuses on the formation of foreign medical students' orthoepical skills. Realization of the programme of orthoepical literacy started from correct pronunciation of Ukrainian sounds, syllables and words. The subject of the article is the formation of pronouncing skills in foreign students' language. The main aim of the research is to analyze the method of the formation of pronouncing speech skills in the use of the Ukrainian language by foreign medical students. The novelty of the article lies in the fact that correct speech requires thorough study of various orthoepical features of the Ukrainian language. In the article the basic rules of the pronunciation of sounds and whole words are analyzed in detail. Among the main rules of orthoepical literacy we have identified: pronunciation of stressed and unstressed vowels, voiced consonant before voiceless, hissing sounds, labial consonants, the right emphasizing of Ukrainian words. The features of pronunciation and emphasis of words were described with particular attention. Studying the features of foreign medical students' speech gave the possibility of determination the special methods and ways of teaching Ukrainian language. As the main method we have proposed the method of observation and correction the students' speech. In this connection particular importance has attached to correct teacher's speech. In our opinion the teacher has to intone words properly, know how to explain some features of Ukrainian language through mimicry and gestures, have good voice and clear diction, observe pauses in phrases and sentences. Special attention was paid to the system of exercises and tasks. The emphasis has been placed on pronunciation sounds and words. In the outcome, the exercises generally reject the separate typology of tasks. On the whole we have divided exercises into 4 types: 1) preparatory (teacher`s aim is to repeat the previous material with students and explain the main features of a sound system of Ukrainian language), 2) introductory (students form words, phrases with the teacher and listen to the teacher's speech), 3) training (students do tasks by using correct model and teacher`s instruction), 4) final (students prepare creative tasks). In this paper, we have demonstrated its application to teaching foreign medical students Ukrainian language and formation their orthoepical skills. Although considerable amount of research has been devoted to the formation of foreign students' correct speech, further investigations are needed to improve the learning of Ukrainian language as a foreign.