COMPETENCE-BASED APPROACH IN PRIMARY LANGUAGE EDUCATION: A PRACTICAL ASPECT

Introduction. The article deals with the problem of the competence approach implementation in primary language education. Purpose. The formation of key and subject competencies of primary school pupils as an important condition for mastering the language as a means of communication, the development of personal qualities of a person, the ability to independently acquire new knowledge and solve educational and vital tasks. Results. The essence of key competencies (fluency in the state language, lifelong learning, civic and social) and subject ones (linguistic and speech) in the structure of the key communicative competence is revealed; the content of the work on the mentioned competences is determined in the paper. The linguistic and didactic possibilities of the competence approach implementation are substantiated in the process of researching linguistic phenomena in two aspects: pupils' assimilation of the available and necessary amount of language knowledge and the development of speaking activity skills. The author proposed exercises and tasks, the purpose of which is the competence approach implementation in the process of learning the Ukrainian language, pupils' mastery of the most important functional components of the language system (word, sentence, text), the use of language phenomena by primary school pupils in the process of speaking in accordance with the aim and conditions of communication; linguistic and speaking exercises are presented, aimed at enriching the vocabulary of primary school pupils, developing interest and attention to the native word, striving to improve their speaking. Originality. Attention is paid to the formation of pupils' «lifelong learning» competence, which involves mastering the skills and abilities to organize and control their own educational activities, to work independently and in a group in the process of researching language and speech phenomena, taking into account the components of the ability to learn, in particular motivational, content, and activity. The recommendations on forming some components of civic and social competences are given (the ability to act in life situations according to social norms and rules, to realize themselves as citizens of Ukraine; to know state and Ukrainian national symbols, traditions, national holidays, etiquette rules of communication) in Ukrainian language lessons. Conclusion. Practical exercises and tasks in the Ukrainian language, aimed at students mastering the most important functional components of the language system (word, sentence, text), the use of language phenomena by younger schoolchildren in the process of speaking in accordance with the purpose and conditions of communication, contribute to the formation of subject (language and speech) and key competences, including lifelong learning, civic and social.