DEVELOPING PRIMARY SCHOOL STUDENTS’ SOCIAL-COMMUNICATIVE COMPETENCE THROUGH IMITATIONAL MODELS IN MOTHER TONGUE LESSONS

Abstract

This article examines the development of primary school students’ social-communicative competence through the use of imitative models in mother tongue lessons. It substantiates the necessity of considering students’ age characteristics, pedagogical and psychological factors, as well as the requirements of the social environment when selecting and applying imitative models. Furthermore, the study analyzes the alignment between the content of the mother tongue curriculum and imitative models, the technological design of lessons, and the effective use of visual and illustrative materials. The stages of methodology for developing social-communicative competence are outlined, emphasizing the importance of organizing this process systematically and continuously. The research findings confirm that imitative models serve as an effective tool for enhancing primary school students’ speech activity, independent thinking, and communication skills.