Document Type: Research Article
Kazan Federal University, Kazan, Russia
The study of morphology occupies a large place in the teaching of the native language. The first acquaintance with parts of speech takes place in primary school; then students learn how many of them in the language, into which groups they divide and, thus, get the concept of parts of speech as the system in the middle school. The conducted research shows that morphological knowledge and skills are the foundation on which the teaching of various types of speech activity in the native literary language is based. However, the morphological knowledge of the majority of students remain fragmentary, skills – unformed. Great difficulties are caused by tasks related with the differentiation of words into parts of speech, with the definition of the grammatical meaning of word forms. The relevance of our study is determined by the low level of formation of the most important morphological knowledge, skills, and by the necessity of finding effective methods of morphology teaching, which will contribute to the realization of the planned results in this section of linguistics. We think that the independent activity, which implies attention to the meaning and destination of morphological units and functional relationships with units of other language levels, which involves the realization of functional-semantic approach, is necessary for successful formation of morphological competence of students.