Принцип автентичності в навчанні стилістики майбутніх учителів української мови і літератури

Abstract

У статті проаналізовано сучасні площини використання принципу автентичності в навчанні стилістики майбутніх учителів української мови та літератури. Вихідні варіанти текстів (рукописи й авторизовані першодруки) уможливлюють аналіз студентами «руху авторового тексту» й вивчення мовної особистості письменника, його ідіолекту. Визначено етапи виконання порівняльно-стилістичного аналізу основного й канонічного (остаточного) текстів. Запропоновано вправи для роботи з автентичними текстами, а також ситуативні завдання й рольові ігри, що зреалізовують автентичне спілкування.

Today, the new paradigm of education requires the application of modern principles of teaching Ukrainian language stylistics in higher school. Therefore, at the time, the use of the principle of authenticity, embodied in such areas as «authentic text» and «authentic communication». Due to the diversity of work on artistic text at classes, emphasis is placed on the deliberate choice of the main source of the text. First of all, the teacher should get acquainted with the creative and censored history of the text and determine its quality. Only the original versions of texts (manuscripts and authorized first-prints) make it possible to analyze the «movement of the author's text» and to study the linguistic personality of the writer, his idiolect. Students comprehend obscure words and separate structural elements, reveal the language depths and possibilities of the Ukrainian language during the process of analysis of authentic texts. Tasks for exercises provide an explanation of the features of clarification of verbal images; analysis of artistic and expressive linguistic means and comparison of created verbal images and the presence of subtext; elucidation of linguistic and aesthetic importance of the first print and autograph of a new edition; a comparison of the stylistic features of the first print and the main text and a description of the positive aspects of the history of the text.The implementation of the comparative-stylistic analysis of the main text and the canonical (final) makes it possible to interpret the linguistic means used to expand the scope of the writer's artistic thinking, and the linguistic features of the perfection of artistic-figurative structures, the accuracy of the use of the word, semantic filling of verbal images, semantic tones, linguistic-emotional load, etc. Determine the phases of this work. Authentic communication – reproduction of various real speech situations in classes of stylistics, which relevant for future student's communication – in pedagogical activities (communication with colleagues – teachers, students of different age groups, with administration) and in different life situations. This communication is realized through the use of situational exercises and tasks and role-playing games.