ЛІНГВОКРАЇНОЗНАВЧИЙ АСПЕКТ РОЗВИТКУ МОВНО- МОВЛЕННЄВОЇ ОСОБИСТОСТІ ПЕРШОКЛАСНИКІВ У ПЕРІОД НАВЧАННЯ ГРАМОТИ

The article analyzes the peculiarities of the culture and speech personality development of the fi rst grade students at the Ukrainian lessons. It is noted that language learning is extremely important for development of each individual, as it provides the basis for further education, upbringing and development of students, and increases their cultural level. The process of learning language should be directed at the development of culture and speech personality and implemented through the competent approach. The specifi city of teaching fi rst grade students is that knowledges about the language and speech skills are only start their forming, therefore, in the process of teaching writing and reading it is necessary to draw upon the language sense of children. Among many strategic tasks directed at the forming culture and speech personality, the sociocultural development and systematic improvement of student’s speech take central stage. The necessity and the specifi city of realization of the linguoethnographic aspect of sociocultural competence are highlighted. The aspects purpose is forming the fi rst-graders’ national consciousness, spiritual wealth and culture. It is determined that the formation of junior school students’ sociocultural competence is signifi cantly contributed by the linguoethnographic principle. It means supporting on the communicational function of the language in the process of learning basics of communication; the formation of a positive attitude to the studied language and people – native speaker of this language and to its culture. Therefore, the sociocultural content line provides the preparation of students for the acquisition of several competences: regional studies, ethnography, linguistics and sociolinguistic. To master free communication in the Ukrainian for fi rst-graders it is expedient to use the following basic methods and means of forming a culture and speech personality: a) imitation; b) learning by heart and recitation; c) role speech situation; d) didactic games; e) verbal games; f) self-made dictionary; g) thematic lapbook. The directions and sequence of work with fi rst-graders on speech development in the period of studying grammar are generalized:1) selection of the communicative minimum; 2) interpretation of the lexical meaning of words; 3) using of regional studies material in speech; 4) using of ethnographic material in speech, 5) working with folklore texts.