LINGUODIDACTIC FOUNDATIONS FOR DEVELOPING LINGUISTIC AND SPEECH COMPETENCES OF PRIMARY SCHOOL PUPILS

Abstract

Abstract. The article theoretically and methodologically examines the linguodidactic foundations of developing linguistic and speech competences of primary school pupils. The relationship between the concepts of linguistic and speech competence, their structural components, and their place in primary education are clarified. The potential of competencebased, communicative, activity-oriented, integrative, and learner-centered approaches is analyzed. The study substantiates didactic conditions for connecting linguistic knowledge with pupils’ practical speech activities. Particular attention is paid to vocabulary enrichment, text comprehension, development of oral and written speech, and the ability to use language units in different communicative situations. A comprehensive model for developing linguistic and speech competences is proposed, including target, content, procedural, instrumental, and outcome components. The findings demonstrate the importance of integrating competence-based and communicative approaches in organizing mother tongue and reading literacy lessons in primary education