FORMATION OF PUNCTUAL COMPETENCE FOR STUDENTS OF 8-9TH GRADES IN UKRAINIAN LANGUAGE LESSONS

Introduction. Punctuation proficiency as a means of communication is one of the main tasks of learning the Ukrainian language in Modern Language Education. Deep mastering of punctuation in school contributes to the communicative development of students, their attitude to the value of speech culture, readiness for written communication. The importance of mastering punctuation competence is due to the fact that punctuation literacy is one of the components of communicative competence, one of the aspects of general language culture, which ensures the accuracy of expression and mutual understanding in written communication. Purpose. The article is concerned with the concept of punctuation competence, its structure; outline ways to form punctuation competence in the process of studying the syntax of simple and complex sentences in 8-9th grades. Methods. The following methods were used in the study: theoretical (analysis of scientific and methodological literature); sociological (conducting a survey of language teachers, interviews with teachers and students). Results. The paper studies the peculiarities of forming punctuation competence for students of 8-9th grades in Ukrainian language lessons. The essence of punctuation competence as an integrative property of a person who has a set of systematic knowledge of punctuation, punctuation proficiency (ability to explain punctuation in texts of different types, styles and genres; to read clearly, with appropriate intonation; to correctly divide the written statement into paragraphs, etc.) was considered. The main components of punctuation competence are identified: cognitive (students have knowledge of punctuation system; principles of Ukrainian punctuation; classification of punctuation; functions of punctuation; punctuation norms, etc.); activity (ability to use different types of sentences in oral and written speech in accordance with the communicative situation for the purpose of expression and emotional coloring; ability to detect and recognize punctuation marks in the text, sentence, adhere when reading the appropriate intonation; ability to explain the choice of punctuation, semantic and intonation principles); motivational-practical (students have a positive motivation to study punctuation norms, the desire to use the knowledge gained in the process of creating holistic statements). The article has confirmed the expediency of consistent learning of punctuation norms in the process of teaching students, which allowed identifying the main stages of forming punctuation competence. The main analytical, analytical-constructive, constructive-creative exercises that contribute to the formation of punctuation competence in the process of studying the syntax of a simple and complex sentence in 8-9th grades are described. Linguistic researches, organization of project activity for the purpose of mastering punctuation norms are offered. Originality. The results of the study are important for further implementation of the competence approach to teaching the Ukrainian language, for the development of theoretical and methodological foundations for the formation of punctuation competence, for the development and description of criteria and indicators of punctuation competence of students 8-9th grades. The conducted complex analysis allows to get deeper knowledge of the structure of punctuation competence and to find out the main ways of its formation. Conclusion. Punctuation competence is an integrative property of a person who has a set of systemic knowledge of punctuation, punctuation skills and abilities. Punctuation competence is the unity of cognitive, activity, motivational and practical levels. The selected structural components of punctuation competence allow to design research training in the study of punctuation in 8-9th grades on the basis of the competence approach.