COMPONENTS OF GRAMMATICAL COMPETENCE OF FUTURE PHILOLOGISTS

КОМПОНЕНТЫ ГРАММАТИЧЕСКОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ ФИЛОЛОГОВ

Коробка Кира Владиславовна

студент 3 курса специальности «Педагогическое образование (с двумя профилями подготовки) Русский язык. Английский язык», Старобельский факультет (филиал) федерального государственного бюджетного образовательного учреждения высшего образования «Луганский государственный педагогический университет», РФ, ЛНР, г. Старобельск

Кравцова Виктория Ивановна

старший преподаватель кафедры социально-гуманитарных дисциплин и методик их преподавания, Старобельский факультет (филиал) федерального государственного бюджетного образовательного учреждения высшего образования «Луганский государственный педагогический университет», РФ, ЛНР, г. Старобельск

Abstract. This article examines the concept of grammatical competence in future philologists and identifies the main components of grammatical competence for specialists in linguistic specialties. The article also proposes a set of methods and techniques for developing the components of grammatical competence.

Аннотация. В данной статье рассматривается понятие грамматической компетенции у будущих филологов и выделяются основные компоненты грамматической компетенции у специалистов лингвистических специальностей. В статье также предлагается набор методов и методик для развития компонентов грамматической компетенции.

Keywords: grammatical competence, philologists, language, speech, linguistics, text, linguistics.

Ключевые слова: грамматическая компетентность, филологи, язык, речь, лингвистика, текст, языкознание.

Relevance. Grammatical competence is one of the most fundamental competencies of a future specialist in the field of philology. In the modern world, not only a high level of language proficiency is important, but also the skills of correctly constructing sentences, using grammatical forms, spelling rules, and punctuation [4]. All of the above skills will not only help you better perceive text and adjust your workflow, but increase your competitiveness in the future labor market. Since mastery of grammar and knowledge of language provides graduates of specialized institutions of higher and secondary vocational education with a multifaceted range of but also through text translation, analysis, editing, and writing [4; 1]. Developed grammatical competence also contributes to improved speech culture and facilitates effective communication in both the academic and professional fields of a philologist's work. Therefore, this topic is a relevant issue for study and proposals that will enhance the training of future specialists.

Materials and Methods. In this article, we use theoretical analysis to examine the scientific and methodological framework of the concept and development of grammatical competence in philologists. Based on the material studied, we carried out a comprehensive analysis to identify the key components of this competence. Relying on the results of the analysis of scientific and methodological sources and on the systematization of the obtained data, we propose methods and techniques that facilitate the harmonious development of the key components of grammatical competence.

Aim of the study: to analyze the key components of grammatical competence in future philologists.

Research objectives:

• to study the concept of grammatical competence in a philologist;
• identify the key components of a philologist's grammatical competence;
• Develop a set of methods and techniques for developing the components of grammatical competence.

Research Results. The concept of grammatical competence encompasses a wide range of skills and abilities and reflects a specialist’s ability to use the grammatical norms of a language accurately in oral and written communication within professional activity. We examine this competence from the perspectives of linguistics and pedagogy. From a linguistic perspective, grammatical competence includes knowledge of the rules of morphology, syntax, spelling, and punctuation, whereas the pedagogical perspective focuses on the active use of acquired linguistic knowledge in professional practice [2].

The essence of grammatical competence becomes more evident through analysis and comparison with other competencies of a philologist, which in turn clearly and convincingly explains the characteristic features of this competence. Along with grammar, the core competencies are linguistic and communicative, which make up the professional profile of a successful specialist.

1) Language competence is a broad concept that encompasses all areas of linguistics: vocabulary, phonetics, grammar, spelling, and, most importantly, the ability to understand language when perceiving written and spoken speech.

2) Communicative competence is the ability to use accurately linguistic norms in specific speech situations, with the goal of effectively achieving stated goals and objectives.

3) Grammatical competence, which we will examine in more detail, is the fundamental basis of the previous two. It ensures the correct form and structure of speech, without which the understanding and generalization of information between speakers may distort the meaning.

We can illustrate the difference between these concepts more clearly with the following practical example. A person may speak fluently, master the linguistic means and norms, and possess a large vocabulary in the target language. However, a lack of proper sentence structure and coherent narration significantly distorts the transmission of information. This affects both the content itself and the ability to convey certain emotions [3].

In studying the fundamental components of a philologist's grammatical competence, we were able to identify the key components for mastering this competency:

• Phonological component. This involves knowledge of the language's sound system, namely, accentual norms, intonation, pronunciation, and listening comprehension of the language we studied. This component enables a specialist to read and pronounce words correctly, which is essential for professional work.
• Morphological component. This involves mastering word forms, their inflections by gender, case, tense, and number. Knowledge of word formation methods is also essential for mastering this component. Mastering this component will enable one to accurately and effectively analyze text and correctly create word forms in oral and written speech.
• Syntactic component. The essence of this component lies in the ability to construct correctly sentences, adhering to agreement rules and using complex syntactic constructions. Correct syntax ensures the clarity and precision of the text, facilitating the effective analysis of linguistic structures.
• Lexical and grammatical component. Combines knowledge of vocabulary and grammar – the correct use of phrases and set expressions, and the agreement of words in meaning and form. This component helps make text and speech more expressive, avoiding errors in the use of phrases and adhering to language norms.
• Spelling component. This aspect includes the ability and knowledge of correct spelling, which ensures the accuracy of written speech and facilitates proper editing and analysis of the text.
• Punctuation component. Consists of the rules for the correct placement of punctuation marks in the text. Adherence to these rules ensures the accuracy of written speech and a more accurate conveyance of the emotional tone of the text through the connection of punctuation marks with intonation.

Based on the material studied, we concluded that developing this competency among future philologists is a key element in developing a highly qualified workforce. We offer a set of methods and techniques for the effective and high-quality acquisition and reinforcement of essential knowledge, skills, and abilities (KSA).

The set we developed consists of three blocks, based on the characteristic features of the methods and techniques within it.

1) Traditional methods. This group includes exercises and grammar reviews, dictations and tests, repetition and memorization of rules through practical reinforcement, translations, and retellings [1]. These methods provide a clear and structured foundation for acquiring a theoretical and practical knowledge base in all areas of linguistics.

2) Interactive methods. This group of techniques shows by the active use of grammar and adaptation to non-standard speech situations. The methodology of this group includes games, project work, group discussions, text analysis, and editing. This develops grammar knowledge in a non-standard environment, which enhances memory and thinking.

3) Modern Technologies and Methods. A characteristic feature of these methods is the use of information and communication technologies in the learning process [3]. These include text editing programs, online simulators, electronic dictionaries and reference books, video and audio materials. This group of methods helps optimize the learning process and accelerate the learning of speech and language aspects.

All methods are effective and easy to use, but a comprehensive approach to developing teachers' grammatical competence, combining the use of all groups of methods, is the most appropriate. Thus, the specialist will not only acquire grammatical competence but also become competitive in the labor market.

Conclusions. We studied the concept of grammatical competence of future philologists from the perspective of linguistics and pedagogy, and examined and identified the main components of grammatical competence in philology specialists. Based on the materials studied and a comprehensive analysis, we were able to identify a set of methods consisting of three blocks that facilitate the effective development and advancement of this competency. The application of the proposed set will enable the systematic and consistent development of basic knowledge, skills, and abilities for mastering the key components of this competency. This area of ​​research holds promise for developing new methods and integrating technologies to individualize instruction and improve the effectiveness of developing grammatical competence in philologists.