Determination of primary school children’s speech skills in interdisciplinary communication in learning environments

Abstract

This aims to determine the formation of primary school children’s speech skills in interdisciplinary communication in learning environments in learning environments and verify the effectiveness of a methodology for the improvement of speech skills in interdisciplinary communication in learning environments in learning environments. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication in learning environments in learning environments. Experimental method was used in the study. There were two groups including experimental and control groups. The experimental study involved 113 third-grade primary school children. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication in learning environments consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication in learning environments in learning environments are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, it can be revealed that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. This study revealed that systematic work is needed to form primary school children’s speech skills.
 
 Keywords: Speech skills, interdisciplinary communication in learning environments, primary school.