Scientific and Pedagogical Analysis of the Results, Challenges, And Prospects of Developing Dialogic Speech in Primary School Pupils through a Variative Approach: The Case of Mother Tongue Lessons

Abstract

This article presents a comprehensive scientific-pedagogical analysis of the development of dialogic speech among primary school pupils through a variative approach, with a particular focus on mother tongue (native language) lessons. The study emphasizes that dialogic speech, as an essential component of communicative competence, not only develops pupils’ linguistic abilities but also strengthens their social interaction, critical thinking, and creativity. Based on classroom observations and experimental practices, the article identifies the key results achieved through variative strategies, including increased participation in dialogue, expansion of vocabulary, improvement of confidence, and the formation of collaborative skills.