WORKING WITH MEDIA TEXTS AS A FACTOR IN THE SPEECH DEVELOPMENT OF SCHOOL STUDENTS

The article reveals the features of working with media texts among school students, providing their description and classification. It emphasizes that organizing systematic work with media texts during Ukrainian language lessons promotes speech development and forms the foundations of media literacy, laying the groundwork for media culture. The author notes that the integration of media education into the educational process contributes to the development of students’ media literacy, which is an integral component in preparing the younger generation for life in the informational media space. It positively influences the development of critical thinking, general communication culture, the establishment of sociocultural relationships, and the improvement of interpersonal communication. It is highlighted that the current state of the linguistic environment in Ukraine creates an urgent need to shape a linguistic personality who strives to realize their intellectual capabilities, creative potential, competence, and competitiveness. Hence, there is an objective necessity to improve the informational and didactic foundations of the language teaching process in modern secondary education institutions. It is stated that the use of media tools in Ukrainian language lessons helps to activate educational and cognitive activities, diversify the educational process, enhance the quality and effectiveness of lessons, and make them more vibrant, emotionally and informationally rich, and engaging for students. The purpose of this article is to highlight the importance of working with media texts for the speech development of school students through the application of innovative media resources in the educational process of modern educational institutions. During the organization and implementation of the research, a set of general scientific methods was used. The use of content analysis in summarizing information from psychological and pedagogical literature contributed to identifying the key aspects of the issue and revealing the essence of basic concepts. Empirical methods were applied during surveys and interviews with teachers to assess their readiness to implement ideas, forms, models, and technologies for working with media texts to improve students' speech development.