IMPLEMENTATION OF THE ACTIVITY-BASED APPROACH IN THE PROCESS OF DEVELOPING STUDENTS’ GRAMMATICAL COMPETENCE (USING MATERIALS FROM ENGLISH, GERMAN, AND FRENCH LANGUAGES)

Abstract

The objective of this study is to provide a theoretical substantiation of the conceptual framework and develop a holistic didactic model for developing grammatical competence in students of higher education institutions, based on the integration of communicative, activity-based, and competence-based approaches. The research covers the process of studying three foreign languages – English, German, and French – which allows for the establishment of universal and specific principles for the implementation of the proposed model. Methodology. To achieve this objective, a complex of interrelated general scientific and special research methods was employed. At the theoretical level, an analysis of philosophical, psychological- pedagogical, and methodological literature was conducted to define the conceptual foundations of the study; methods of synthesis, generalization, and systematization allowed for the formulation of the author’s definitions of key concepts; modeling was used to construct the structural-functional components of the didactic model. Scientific novelty. For the first time, a holistic didactic model for developing grammatical competence has been developed and theoretically substantiated. This model is based on the principles of the communicative and activity-based approach and is adapted for parallel application in the teaching of English, German, and French. The essence and structure of the concept of «grammatical competence» have been clarified as a synergistic unity of three components: linguistic knowledge of the grammatical system of a language, language skills and the ability for their automated use, and the capacity for the conscious and creative application of grammatical structures in various communicative situations. The criteria and levels of this competence’s development have been scientifically substantiated and detailed, which enables the objective monitoring of students’ academic achievements. Conclusions. The effectiveness of developing grammatical competence significantly increases with the purposeful and systematic implementation of the didactic model built on the principles of the activity- based approach. The central element of this model is a system of specially designed communication-oriented tasks that simulate real communication situations. Such a system ensures the organic integration of theoretical knowledge with practical language use, shifting the focus from the passive memorization of rules to their active and conscious application. This, in turn, contributes to increased motivation, the development of linguistic reflection, and ensures the robustness and flexibility of the formed grammatical skills.