Lingua-Didactic and Competence-Oriented Principles of Studying Category of Mood in HEI (Higher Educational Institutions) and GSEI (General Secondary Education Institutions)

The article provides methodological recommendations for the study of the category of mood in higher educational institutions and general secondary education institutions; offers a number of guidelines that will help improve the content and methods of mastering the category of mood in the context of competence-oriented studying of students-philologists; identifies productive means of improving students achievement while mastering the category of mood; indicative practical tasks aimed at mastering the skills and abilities of students and acquiring a number of competencies specified in the “State Standard of Basic Secondary Education”. It is emphasized that the students should fully master the material on the category of mood, acquire morphological competence, learn how to use the acquired knowledge in practice, so that in the future they will be able to present information to students. To ensure this, a thorough and step-by-step study of verb features and a system of various tasks is conducted and these tasks aim at developing skills and abilities to apply the theory in various communicative situations, the development of intellectual-cognitive and professionally oriented abilities of students pursuing a bachelor's degree.

The article focuses on the several stages of mastering the category of mood in the school course of the Ukrainian language, which provides: 1) acquaintance of students with theoretical material about the category of mood, repeating of the features of personal-numerical paradigm of indicative (in present and future tenses) mood and clarification of the specifics of personal paradigm of imperative forms with an emphasis on the presence of parallel means of expression of the same grammatical meanings; 2) teaching students to apply the acquired knowledge in practice, the reproductive tasks that children perform using the pattern, constructive exercises that require knowledge and skills in a slightly modified form, creative tasks; 3) final survey and exercises of different complexity, designed to be completed at home. Such a sequence of studying will allow to acquire the necessary knowledge, skills and abilities and will promote the implementation of competence-oriented learning.