Лінгводидактична модель формування граматичної компетентності іноземних студентів в українській мові: давальний відмінок (рівень В2) / A linguodidactic model for developing the grammatical competence of foreign students in Ukrainian: the dative case (B2 level)

The article addresses the issue of developing grammatical competence in foreign students learning Ukrainian at the intermediate (B2) level, with particular focus on the acquisition of the semantics and functional load of the dative case forms. It is substantiated that successful mastery of the case system is a necessary condition for the transition from reproductive to productive language use, as grammatical confidence directly influences learners’ communicative autonomy. The dative case is interpreted as a cross-level grammatical category with high semantic and syntactic potential, capable of realizing addressee, object, subject, and evaluative meanings across different types of constructions. The article provides an analysis of contemporary linguistic studies and linguodidactic approaches to the interpretation of the case category, with particular attention to the dative case, and identifies existing methodological gaps. Typical difficulties encountered by foreign students in mastering dative case forms and meanings are outlined and explained by both interlingual interference and the form-centered nature of traditional instruction at the initial stages of learning. Special attention is paid to governing words in dative constructions, verbal valency, and the activation of adjectival and nominal patterns, which are frequent in actual language use but remain challenging for foreign learners. The study proposes a linguodidactic model for teaching the dative case at the B2 level, integrating analytical-activational, cognitive-comparative, and instructional-communicative stages. The model is based on a gradual progression from understanding the semantic nature of the dative case in Ukrainian through comparative analysis of the means used to represent semantic roles in the learners’ native (or another familiar) language and in Ukrainian, to its functionally motivated and free use in speech. The system of exercises and instructional scenarios presented in the article demonstrates effective ways to develop stable grammatical skills and reduce interference-related errors in spontaneous communication. The results of the study may be applied in the teaching of Ukrainian as a foreign language and in the development of modern instructional materials.