Classification of exercises in teaching Ukrainian

Abstract

Background. Modern methods for teaching Ukrainian focus on an action-oriented, competence-based approach. This approach is designed to develop key competencies through professional activities. The exercise method is crucial in this framework, as it provides systematic practice with linguistic and speech materials, models different types of learning activities, and fosters the development of students' competencies. Despite numerous studies on this topic, the literature presents a range of approaches to classifying exercises, which complicates their practical application and the development of a coherent teaching methodology. The lack of a unified, pedagogically sound classification restricts the effective selection of exercises and their didactic application. Therefore, it is essential to clarify and scientifically substantiate the classification of exercises in Ukrainian language teaching. This will enhance the effectiveness of the educational process and support a systematic approach to developing students' linguistic and communicative competencies.

Purpose. The author aims to develop a classification of exercises for teaching Ukrainian, considering recent advancements in language pedagogy.

Results and Discussion. The author's classification of exercises incorporates contemporary research in language pedagogy, aligns with educational program requirements, and draws from practical textbook experience. This typology categorizes exercises based on several criteria, including communicative function, type of cognitive and language activity, learning object, structure, mode of speech, role in the educational process, organization, level of guidance, and whether they include supports or game components. In terms of cognitive activity, exercises can be categorized as problem-analytical, problem-constructive, exploratory, creative, or research-based. These types foster analytical thinking, linguistic creativity, and research skills. Regarding language activities, exercises fall into categories such as receptive-analytical, receptivereproductive, receptive-productive, and productive, which support the development of both oral and written communication skills. The exercises encompass various linguistic elements, including phonetics, orthoepy, vocabulary, morphology, syntax, orthography, punctuation, stylistics, speaking, writing, listening, and reading. Structurally, they can be simple or complex; by mode of speech, they can be oral, written, or a combination of both. In terms of function, exercises can be preparatory, training, or control-based. They can also vary in format, being frontal, choral, paired, group, or individual; classroom-based or assigned as homework; accompanied by strict, partial, or minimal guidance; and may or may not include game elements. This classification provides a practical framework for teacher training, textbook development, and research, ensuring that Ukrainian language instruction is effective and systematic and aligned with the activity-competence approach.