ORGANIZING THE DIAGNOSTIC STAGE TO EXPERIMENTALLY TEST THE EFFECTIVENESS OF THE METHODICAL SYSTEM OF TEACHING UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES

Abstract

The article describes the diagnostic stage of experimentally verifying the effectiveness of the methodical system of teaching Ukrainian Language for Professional Purposes. The tasks were completed in the context of teaching the discipline to students of specialties 012 Preschool Education and 013 Primary Education. The materials presented in this publication are part of the experimental research reflected in the author’s doctoral dissertation Methodical System of Teaching Ukrainian Language for Professional Purposes to Students at Pedagogical Institutions of Higher Education. The course of the study has led to the use of the systemic, structural, and descriptive methods to reveal the general organizational aspects of implementation of the experiment’s diagnostic stage. The theoretical methods of analysis, synthesis, generalization, and specification were used to substantiate the structure and features of the assessment of test tasks for level characterization by the cognitive and motivational criterion, as well as to identify the main shortcomings in students’ works. The testing method provided quantitative indicators. Mathematical methods were used for level distribution and quantitative analysis of the results. Visual methods were used in the process of displaying the measurement results in the tabular form. In the context of fulfilling the objectives of the study, the aim and tasks of the diagnostic stage of the experimental research into the effectiveness of the methodical system of teaching Ukrainian Language for Professional Purposes have been formulated. The choice of criteria for assessing the identified competencies has been substantiated, and the measures taken to ensure the reliability of the research results have been described. In the course of the content analysis of the test results, the main shortcomings of the theoretical plan and the linguistic and cognitive training of future specialists were identified in the students’ works. Taking into account the form and conditions of the test, the author suggests that there is no or a low level of motivation of students for linguistic and professional improvement, which requires additional verification.