SYNTAX COMPETENCE IN THE LINGUAL-DIDACTIC TRAINING OF FUTURE UKRAINIAN LANGUAGE AND LITERATURE TEACHERS

Introduction. The article provides a critical review of scientific works dedicated to lingual-didactic training of future teachers of syntactic competencies in the Ukrainian language and literature, in particular speaking about training in syntax. Emphasis is placed on the reasons leading to the insufficient formation of syntactic competencies (preferences are given to traditional methods and forms of learning over modern ones, poor independence and initiative of cognitive activity subjects, failure to develop a reflective component, etc.); a proposal to apply various technologies (cooperative learning (V. Sydorenko) [3], information and communication technologies (M. Vintoniv, T. Tyutyuma) [4]) and teaching methods (situational method, role-playing, methods of self-control and mutual control (A. Yarmolyuk) [5]). Purpose. The article aims to describe the lingual-didactic principles of syntactic competence formation and its role in the training of future teachers of the Ukrainian language and literature. Methods. Theoretical methods – the analysis of scientific and pedagogical literature devoted to the issues of teaching syntax rules, the formation of syntactic competencies during the training of future teachers of the Ukrainian language and literature; synthesis of educational and methodological concepts regarding the implementation of competence principles in the process of language training for future teachers of philology; empirical methods – pedagogical supervision of the educational process, self-observation, self-evaluation. Results. Based on the works of some researchers in the field of linguistics and linguistic didactics, as well as the results of the educational process, an updated definition of the concept of «syntactic competence of future teachers of the Ukrainian language and literature» is proposed and the components of this competence are described: motivationally-valuable, cognitive (or gnostic), activity-related, person-related and professional. The didactic approaches, principles, methods and techniques that should be used during the formation of syntactic competence are described. The research focuses attention on the main advantages of implementing the methods of clustering, forecasting or denial, stylistic experimenting, and exercises. The types of exercises that should be used during the formation of syntactic competencies are identified: cognitive, reproductive and constructive, communicative and creative. Conclusion. Specifying the definition of syntactic competence of future teachers of the Ukrainian language and literature made it possible to highlight its components and develop didactic principles for its improvement. The use of the described didactic factors during the training of future teachers of the Ukrainian language and literature contributes to the formation of syntactic competencies, engages students in self-awareness, self-study, reflection, and self-improvement; it develops critical and creative thinking; it enables active interaction between all participants of the educational process; makes the learning process vivid and interesting, which positively affects their educational activities.