Ways of formation of language competence of senior pupils (on the example of studying the structural and semantic model of complex sentences with the conjunction <i>that)</i>
Introduction: the article proposes methodical recommendations for professional development of teachers of the Russian language aimed at forming the linguistic competence of the high school students by the example of studying different types of complex sentences with the conjunction that. Materials and Methods: during the study a set of methods was used (analysis and systematization of scientific and methodical sources in order to identify the specifics of the study of complex sentences with the conjunction that in middle school, as well as the features of repetition, generalization and systematization of existing knowledge about these syntactic structures in high school, practice-oriented tasks). The work was carried out in two stages: at the first stage, the degree of study of the problem in the scientific and methodical literature was established, general theoretical provisions were formulated; at the second stage, methodical recommendations were developed for the study of complex sentences with the conjunction that to the senior classes and practice-oriented tasks that contribute to the formation of language competence of schoolchildren. Results: the result consists in the development of recommendations for professional development of teachers of the Russian language aimed at the formation of language competence of school pupils in the framework of the study of these syntactic structures at high school. Discussion and Conclusion: definition of semantic-syntactic relations between the parts of a complex sentence with the conjunction that by schoolchildren studying the syntax of a complex sentence first in the ninth class, and then in the senior classes at repetition and generalization of material, is hampered by the ambiguity of this conjunction, its ability to express different semantic relations, which can be identified in the context. Comprehensively studying the complex sentence with the conjunction that, including on the material of texts of fiction, systematizing knowledge about them, the school pupils can clearly see and appreciate the variety of semantic-syntactic relations between the main and subordinate parts, the features of the construction of sentences of different types, synonymy at the level of syntax. Such work is ultimately aimed at mastering the richness of the Russian language as a condition of successful speech-thinking activity and can be carried out within the framework of generalization of knowledge about complex sentences with other means of communication.