English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

According to the advanced tendencies of language education in Europe, the update of language teaching methods should serve the communicative needs of the pupils. We strongly believe that one of such methods is educational discussion, described and applied for the monitoring of communicative competence development process at the lessons of Ukrainian in secondary schools. Being placed within the scope of methods of teaching, it has not received systemic investigation yet, as well as has not been presented for debate in scientific literature. Drawing teacher’s attention to discussion as a teaching method is always caused by the necessity to intensively develop the communicative competence of the pupils, which, in its turn, can be assessed by means of defining the quality of discussion procedures and the outcomes of language communication. At the same time, discussion in the study process preserves the majority of the features of an academic (scientific) dialogue, since it relates to the topics which can be considered as the tools of active participation of pupils in the process of cognition. Thus, discussion as a teaching method, according to M. Klarin, can be defined as the method of developing communicative and dialogic culture of cognition 1 .

Discussion Method in developing discourse competence of students: the case of teaching Ukrainian in secondary schools