The Formation of Skills and Abilities for Dialogues in Crimean Tatar Language Lessons in Primary School by Means of Functional Tables
One of the urgent problems in teaching the Crimean Tatar language in elementary school is the formation of skills and abilities to conduct dialogues at the lessons of the Crimean Tatar language. In order to achieve high-quality and effective teaching of the Crimean Tatar language in primary school, the teacher must improve his methodological level, keep up, not be in a state of “stagnation”, and constantly work on the productivity of the speech of younger students. The purpose of the article is to develop the skills and abilities of conducting dialogues at the lessons of the Crimean Tatar language in primary grades by means of functional tables. The objectives are to conduct a theoretical analysis of psychological and pedagogical literature, which affects various aspects of the definition of the concept of “functional tables” as a means of improving the skills and abilities of dialogical speech in the Crimean Tatar language lessons in primary grades in the educational system of modern education; to determine the indicators of improving the skills and abilities of dialogue. The hypothesis is as follows: the use of tools such as functional tables will improve the skills and abilities to conduct a dialogical conversation. The methods are theoretical - the analysis of scientific literature on the problem of improving the skills of conducting dialogues at the lessons of the Crimean Tatar language in primary grades; comparison - to compare different points of view, clarify and define the conceptual and categorical apparatus. As part of a functionally integrated approach to teaching dialogue in primary grades, we analyzed the methodological literature from a variety of tools that help solve the problem of effective learning, identified the so-called functional-semantic tables of speech utterance. Functional-semantic tables are a tool for creating conditions, raising internal motivation in teaching the Crimean Tatar dialogic speech of younger schoolchildren, which cause students to need to speak, express their feelings and thoughts, and not just reproduce others.