FORMING COMMUNICATIVE COMPETENCE OF STUDENTS IN GENERAL SECONDARY EDUCATION INSTITUTIONS (BASED ON EVALUATIVE SPEECH GENRES)

Abstract

The article substantiates the relevance of researching evaluative speech genres in the context of implementing the New Ukrainian School (NUS) concept, which is based on a competency-based paradigm. It reveals the role of these genres as a fundamental tool for effective interaction between students in real communicative situations, supporting personal dignity, and creating a positive atmosphere for communication. The authors note that in the modern educational space, the ability not only to correctly formulate a positive assessment, but also to recognize manipulative influences and avoid destructive forms of communication is of particular importance. The linguistic and pedagogical direction of research into speech genres, presented in the works of leading scientists, is analyzed, and the need to modernize educational programs by strengthening their pragmatic focus and orientation towards communicative skills is highlighted. The purpose of the article is to provide a comprehensive analysis of the theoretical and practical aspects of the functioning of evaluative genres in model programs in the Ukrainian language for grades 5–9, as well as to determine methodological approaches to the formation of ethical communication skills. The work provides a detailed description of positive evaluative genres – compliments and praise – and focuses on their defining characteristics, in particular sincerity, appropriateness, and accuracy. Particular attention is paid to revealing the manipulative nature of flattery, identifying its verbal markers, such as excessiveness, self-deprecation of the speaker, and the use of exaggerated epithets. The nature of destructive genres (condemnation, reproach, ridicule) as instruments of psychological pressure is examined, and methodological ways of transforming them into constructive comments or neutral advice are identified. Based on an analysis of modern textbooks, methodological tools for mastering these genres are highlighted: exercises for differentiating concepts, social adaptation through the selection of compliments based on status, and analysis of communicative intentions in literary or media texts. It has been proven that shifting the emphasis from theory to practical application contributes to the development of tact and communication etiquette skills in students. The conclusions outline prospects for further research related to the study of informational, phatic, and etiquette genres in school language education.