Students’ acquisition of the functional and semantic features of the particles of the Russian language significant for communication

Aim. To demonstrate the effectiveness of the practice-oriented approach in examining the functional and semantic specificity of particles of the Russian language by using creative tasks that enrich the speech of schoolchildren with communicatively significant language units.

Methodology. The leading methodology of the study is a practice-oriented approach to teaching, which involves students mastering the educational material while completing creative tasks aimed at identifying the functional and semantic specificity of communicatively significant particles of the Russian language. In the process of applying this approach, the following research methods were used: analysis, synthesis, observation, experiment, description, problem-search, statistical method.

Results. The cognitive and practical focus in the study of particles contributed to the fact that schoolchildren began to correctly identify various categories of particles in the structure of a sentence and text, to analyze their semantics, determine the communicative significance in coherent statements, which significantly contributed to the improvement of oral and written speech.

Research implications. The theoretical significance of the study lies in the fact that its results can be used in further studying the problem of improving Russian language teaching based on a practice-oriented approach when performing creative tasks that reveal the functional and semantic specificity of communicatively significant particles of the Russian language. The practical significance of the study lies in the possibility of using the obtained results when considering other lexical and grammatical categories of words, as well as in the process of searching for and implementing innovative technologies in studying the morphology of the Russian language.

Conclusions. The study confirmed the effectiveness of the system of creative tasks, which taught seventh graders the normative and communicatively appropriate use of particles in sentences and texts. In such conditions, schoolchildren realize their cognitive abilities for creative search and self-expression, acquire independent work skills, optimally solve the assigned analytical and synthetic problems, developing oral and written speech.

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