Language Literature Research Articles

Exploring the role of digital media in the intergenerational transmission of the Igbo language

English colonialism minoritised the Igbo language, but it was a low level of intergenerational transmission, among other fringe factors, that ultimately endangered it. Since the language has a scanty presence in the broadcast media, and it has totally lost the print media domain, any hope of revitalising it lies with the emerging new media networks. Using mixed methods, this study gauges the extent to which a new media organisation has encouraged the acquisition of the Igbo language and filled the gulf created by older Igbo generations’ loss of the crucial family, home, neighbourhood and community pathways to transmitting the language to the young people. Findings show that by publishing on new media sites, BBC News Igbo has created several viable agencies for the production and transmission of literacy and oracy in the Igbo language. Theoretically, the findings substantiate an expert hypothesis that although it is under-utilised for language revitalisation, the internet holds immense hope for the survival for endangered languages.

The Widespread Use of Slang and Abbreviations Among Youth On Social Media

This article explores the widespread use of slang and abbreviations among youth in social networks and their impact on language development and communication. While slang and abbreviations serve as tools for quick interaction among youth, they can negatively affect literary language and deepen generational linguistic gaps. The study provides solutions and recommendations based on the findings. This study examines the widespread use of slang and abbreviations among youth on social media, analyzing their linguistic, social, and cultural impacts. A mixed-methods approach was employed, including surveys (150 participants aged 18–25), interviews, qualitative and quantitative analysis, and document review. Results indicate that while slang enhances communication efficiency and social bonding, excessive usage degrades literary language standards and intergenerational communication. Although 62% of participants use slang in formal settings, 68% believe it contributes to language deterioration. The study concludes that balancing slang use with literary language preservation is crucial for maintaining linguistic and cultural integrity.

Некоторые аспекты стандартизации родовых различий в сербском и хорватском языках (на материале толковых словарей и справочников)

This article is dedicated to specific variations in gender forms of nouns in Serbian and Croatian. The aim of this research is to describe certain aspects of inter-variant gender differences in Serbian and Croatian explanatory dictionaries and language reference books. The scientific novelty of the research lies in the fact that, for the first time, specific discrepancies in gender forms have been established when comparing Serbian and Croatian literary (standard) languages. Nouns, when compared between Serbian and Croatian, may have non-identical gender characteristics. The work examines specific issues of standardizing variant gender correlates through the prism of symbols and abbreviations in the structure of Serbian and Croatian explanatory dictionaries. The unification of gender variants of individual lexical units, the selection of a recommended exemplary variant with its corresponding fixation in dictionaries and reference books, are accompanied by symbols and normative-stylistic labels. The results obtained have shown that for the Serbian language, it is characteristic to preserve the duality of the norm when choosing one of the gender variants, while for the Croatian language, it is characteristic to fix that exemplary variant which is not so representative and widespread in the Serbian language environment. The comparative analysis of gender differences is illustrated by examples from Serbian and Croatian online publications.

The Use of Project-Based Learning on Early Childhood Financial Literacy Skills

Literacy is a set of individual abilities and skills in reading, writing, speaking, counting, and problem-solving at a certain level of expertise required in everyday life. Basic literacy consists of 6 things, namely language literacy, numerization literacy, science literacy, digital literacy, financial literacy, and cultural/civic literacy. Financial literacy is education on how to manage finances wisely as needed. Financial literacy education is given to children from an early age with the hope that children are used to managing finances well so that they can be free from financial problems in the future and can achieve their welfare This research is an experimental research that aims to find out whether there is an influence of project-based learning on early childhood financial literacy skills. The data analysis technique is analyzed using the paired sample t-test technique. Based on the paired sample test results, a t-value of -16.412 was obtained with a significance value of 0.001 < 0.05. It can be concluded that project-based learning has a significant effect on early childhood financial literacy skills.

Still a small World?: critical analysis of cultura in secondary Spanish world language textbooks

ABSTRACT This critical teacher action research study revisits previous findings that high school Spanish textbooks tend to reflect small and invented worlds, rely on cultural stereotypes, and fail to engage students in critical thinking about sociocultural issues. Using multimodal SFL-based critical discourse analysis, we explore more recent textbooks used in the United States, with a focus on how they construe meanings regarding Spanish speakers, cultures, and linguistic/cultural dominance; and how they position and engage students relative to Spanish language varieties and cultures. Findings from an analysis of 24 textbook passages demonstrate that the focal textbook series linguistically and visually backgrounds Spanish speakers, particularly Black and Indigenous members of Spanish-speaking communities, as contributors to culture and construct membership in a nation-state as the most salient aspect of their cultural identities. Moreover, the textbooks position and engage students as elite bilingual tourists and cultural consumers. We discuss how these semiotic choices reproduce deficit raciolinguistic ideologies around Spanish speakers and cultures in the U.S. context, which has implications for world language teachers wishing to challenge these ideologies and simultaneously support students’ development of language and critical literacies.

Mainstream K-2nd Grade Teachers’ Beliefs Towards Using Learners’ Home Languages in a Multilingual Setting

This article reports the quantitative phase results from a mixed-method study conducted with K-2nd grade mainstream teachers in a U.S. district where most teachers and learners are multilingual. The study aimed to capture teachers' beliefs about using learners' home languages (HLs) in classrooms. Previous research on teachers' beliefs towards linguistic minorities (Dixon et al., 2016; Lucas et al., 2014; De Angelis, 2011) suggested that some variables, such as being bilingual and receiving training, could positively impact teachers' beliefs. The results reported here indicated a more complex situation with significant implications for teachers' training courses in multilingual settings. Abandoning a monolingual mindset during instructional time may involve revising teacher training and curriculum development. The results reported here bring valuable insight into the general belief that immersion in a monolingual-only environment would help students learn the language of the school faster, which impeded teachers from using learners' HLs for instructional purposes. Further studies could discuss if and how teachers' training programs on second language acquisition, literacy, and TESOL validate and incorporate learners' HL repertoire and adhere to a monolingual mindset. Moreover, if multilingual learners (MLs) have the right to understand instruction, express their knowledge, and participate in the classroom, it is essential to discuss the role of HL inside classrooms.

Unique or mainstream? exploring the impact mechanism of destination virtual endorsers’ apparel on tourist favorability

ABSTRACT This study aims to investigate the mechanism through which the apparel of virtual endorsers influences tourists’ favorability towards a destination. Drawing on symbolic interactionism and processing fluency theory, a mediation model is developed to explore this effect. Virtual endorsers, as an emerging form of destination promotion, have the potential to influence brand endorsement effectiveness through their apparel design and linguistic style. While previous research has primarily focused on the marketing impact of virtual endorsers, limited attention has been given to how their choice of apparel specifically affects tourist attitudes. Through three experiments, this paper examines the impact and mechanisms of virtual endorsers’ apparel on tourist favorability. The results show that virtual endorsers dressed in unique destination-specific apparel significantly increase tourist favorability compared to those in mainstream attire (Experiment 1). Processing fluency mediates this effect (Experiment 2). Additionally, the linguistic style of the virtual endorser moderates this mechanism: when using figurative language, the effect is significant, but it diminishes when using literal language (Experiment 3). This research not only enriches the theoretical framework of virtual endorser marketing but also provides practical strategies for destination management.

Content knowledge attainment in English medium instruction: Does academic English literacy matter?

This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.

Mind maps as multimodal and multilingual literacy practices in Chinese private universities

Abstract This study explores the integration of multimodal teaching, translanguaging, and dialogic pedagogy to improve English literacy among junior students in a Chinese private university. In the context of globalization, proficiency in English is essential for these students, yet many face challenges that hinder their literacy development. This research examines how multimodal mind maps, as tools for translanguaging and multimodal learning, reveal student perspectives on language learning and literacy development in Chinese private universities. The study offers insights with significant potential for shaping educational practices and curriculum design in Chinese private universities (Canagarajah, Suresh. 2012. Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge). By strategically implementing multimodal teaching techniques, the research introduces innovative strategies to enhance English literacy (García, Ofelia & Li Wei. 2014. Translanguaging: Language, Bilingualism and education. Palgrave Macmillan; Jewitt, Carey & Gunther Kress. 2010. Multimodality, literacy and school English. In D. Wyse, R. Andrews & J. Hoffman (eds.), The Routledge international handbook of English, language and literacy teaching, 342–352. London: Routledge; Vygotsky, Lev S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press). The findings highlight the interplay between linguistic strategies, instructional methods, and student perspectives, offering effective pedagogical interventions that prioritize multimodal engagement. By bridging theory and practice (Canagarajah, Suresh. 2012. Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge), this research provides actionable insights that address the literacy challenges and aspirations of junior students. Using a multimodal teaching approach (García, Ofelia & Li Wei. 2014. Translanguaging: Language, Bilingualism and education. Palgrave Macmillan), this study not only demonstrates how diverse modes of communication strengthen students English skills and foster their confidence but also addresses the development of their identities as competent members of an English academic community. Drawing on Norton’s (Norton, Bonny. 2013. Identity and Language learning: Extending the conversation. 2nd edn. Bristol: Multilingual Matters) work on identity and investment in language learning, this research underscores the importance of identity construction in the language learning process. It shows how students, through multimodal engagement, can assert their identities and claim the right to participate in academic communities, thereby preparing them for success in a globally interconnected society.

Abnormal Behavior in the Contemporary Literary Language (Based on Millennial Prose)

This study considers words used to describe human actions in the prose of Russian millennial writers, who emerged as a separate generation due to the Pushkin Prize, an annual Russian literary award established to honor young writers for literary excellence. These writers have only recently come into the focus of research, thus making it timely and relevant to explore their works and activities. The results obtained show that investigating contemporary literary texts is essential for understanding how both people and culture have changed in the new millennium: human beings are shaped by the actions they take, and their capacity for action is determined by self-reflection, responsibility, and the pursuit of accepted social values. Among all the identified human actions, those with the highest communicative value in the millennial prose were singled out, and the common verbal means used to express them were analyzed. From the analysis, the most pressing ethical issues and the weakest spots of social morality in our times continuously addressed by millennial writers were distinguished.

Terminologia industriei petroliere. Studiu de caz despre Exploatarea petrolului în România (1907) de I. Tănăsescu și V. Tacit

THE TERMINOLOGY OF THE OIL INDUSTRY. A CASE STUDY ON I. TĂNĂSESCU AND V. TACITʼS OIL EXPLOITATION IN ROMANIA (1907) Abstract In this paper, based on an essential technical manual, I have studied the terminology of the oil industry from 1900 (the oil field stratigraphy and technology of the oil drilling industry). I have applied a mixed research specific to the “external terminology” (based on semasiology) and “internal terminology” (based on onomasiology), as well as a normative approach to literary language. The main objective was to investigate the stage of the language of the oil extraction industry from the perspective of the history of the Romanian literary language.

Полемика как форма коммуникации в славянофильско-западническом дискурсе XIX в.

The purpose of the study is to prove that polemics is a defining form of communication in the public discourse of the mid-19th century. It serves as a special marker of the era. The scientific novelty of the study lies in the fact that the semantics and usage of the lexeme "polemic" are the subject of analysis for the first time. The lexeme is missing from historical dictionaries devoted to the literary language of the 18th and 19th centuries, and therefore the results of the analysis fill a certain gap in lexicographic practice. As a result of the research, it was found that the original meaning changes significantly, moving from the religious sphere and theology to the socio-political one. In the article, the semantics of a word is revealed in contexts and supplemented taking into account compatibility with other units. It is established that as a form of communication, polemics turned out to be an important aspect of the ideological struggle between Slavophiles and Westerners and contributed to the crystallization of the views of both. The battlefield turned out to be mainly literary and critical articles in magazines and newspapers, since an open discussion on censorship grounds was impossible. Nevertheless, the veiled nature of the controversy did not prevent the identification of the author's views and his identification as a supporter of one or another ideological camp.

Al-Uslūbiyyah fī Āyāti al-Ta‘ajjub fī al-Qur’ān al-Karīm

This study discusses the verses of ta‘ajjubcontained in the Qur'an. Because the Qur'an is a holy book that has high literature, studying the Qur'an requires a linguistic approach, in this case stylistics. The Qur'an has a variety of styles of language in expressing meaning of amazement if the expression of the ta‘ajjub sentence is only based on sighah al-ta‘ajjub such as "mā af'ala" and "af'il bih", then the literary language of the Qur'an is not fully touched—the advantages of studying uslūb al-ta‘ajjub towards the holy book of the Qur'an. First, the Qur'an thus reflects God with all His creations having a position that has the right to be admired. Second, it is proof that the Qur'an has dynamic, not static, language literature. Third, proof that the Qur'an has various descriptions of delivery -in this case- which show the meaning of ta‘ajjub, and at the same time, the meaning of ta‘ajjub cannot be understood with the same meaning, but it is also important to pay attention to the context of the sentence.

Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices

AbstractIn recent years, there has been a special interest in promoting literacy learning in early childhood education programs. It is presumed that teaching literacy early can ensure better literacy outcomes in later years. Currently, in a renewed effort to improve children's literacy learning through science of reading supported practices, most states across the United States have passed legislation for the teaching of reading in grades K‐3. These laws have repercussions for early childhood education (ECE) programs serving bilingual children. Educators and advocates for bilingual children have voiced concerns about a blanket approach to early literacy reflective of a monolingual, English‐centric perspective, which might exacerbate the longstanding educational inequities experienced by bilingual children. Viewing language and literacy learning both as a right and as a resource, we propose an expansive perspective of early literacy that integrates a holistic bilingual and a sociocultural perspective. A broader perspective on early literacy calls for an understanding of the linguistic characteristics of each language as well as the sociocultural literacy practices associated with the uses of both languages. Drawing from early literacy studies conducted in Spanish‐dominant countries and in the United States, we foreground two interrelated components of early literacy learning—code‐focused skills and home literacy practices—with an emphasis on commonalities and differences across Spanish and English and how these early literacy aspects relate across languages. We also discuss asset‐based practices for supporting literacy learning in early childhood settings serving young bilingual children. This information can help to enhance teachers' agency for building pro‐Latine literacy curricula and pedagogies that can lead to emancipatory, meaningful, and more equitable education for bilingual children.

Формирование языковой личности сотрудника органов внутренних дел Российской Федерации

The modern image of a policeman in Russia seems to citizens to be fair and hardy, responsible and disciplined, polite and tactful, ready to help in any situation, i.e. a professional with a capital letter, capable of conducting a constructive dialogue and proficient in the norms and rules of the modern Russian literary language. One of the main indicators of the professionalism of police officers is the level of development of professional speech culture. What disciplines are studied at the Academy of Management of the Ministry of Internal Affairs of Russia that contribute to the formation of a "linguistic personality" of an employee in continuing education, as well as necessary for improving professional and speech activities in conditions of obtaining additional qualifications, retraining and training in an adjunct course. The article discusses the issues of training managerial and scientific and pedagogical personnel in the leading educational organization of the Ministry of Internal Affairs of the Russian Federation Academy of Management of the Ministry of Internal Affairs of the Russian Federation, the basis of which are such disciplines as practical rhetoric, Russian language and speech culture, psychology and pedagogy of higher education, cultural studies. Research methods: content analysis, analysis of work programs studied at the Academy of Management of the Ministry of Internal Affairs of Russia disciplines, generalization of the results. Support of the Russian language and preservation of the culture of speech is one of the priorities of the state policy of the Russian Federation in 2024. In the Russian law enforcement system, the police occupies one of the key places, performing certain tasks and functions to protect the rights and interests of citizens from criminal encroachments and maintaining law and order in constant interaction with the population. The activity of an employee of the internal affairs bodies in the Russian Federation is aimed at obtaining a constructive dialogue with public authorities, organizations and institutions, public associations, with various categories of citizens, as well as with colleagues and subordinates, thus the possession of the word as a means of communication is one of the main criteria for the professional activity of a police officer.

OLD BOOK VOCABULARY IN ABAI'S WORKS AND ITS LINGUO-STATISTICAL FEATURES

This article explores the features and frequency of old book vocabulary in the works of Abai Kunanbaiuly through the methods of statistical linguistics, which is a branch of applied linguistics. The aim of the study is to uncover the linguistic characteristics of the poet's legacy and scientifically substantiate the significance of his literary heritage in the context of Kazakh literature and culture. The influence of words borrowed from Arabic, Persian, and Chagatai languages on the Kazakh language, as well as their semantic continuity in modern Kazakh, is analyzed. Additionally the frequency of lexical units is determined using statistical linguistic methods. The works of Abai Kunanbaiuly are a valuable part of Kazakh literature and culture. The old book vocabulary in his works played a significant role in the development of the Kazakh literary language. This study examines the borrowed words in Abai's works from lexical and semantic perspectives, determining their frequency. The relevance of the study lies in identifying the scope and importance of borrowed words in the Kazakh language. The academic complete collection of Abai Kunanbaiuly's works was used as the research material. A text database of 51,207 word usages was created during the lexical analysis. Frequency indicators of words were determined through statistical linguistic methods, and the semantic analysis examined the transition of borrowed words from Arabic, Persian, and Chagatai into the Kazakh language. The study identified the most frequently used words and parts of speech in Abai's works. A high frequency of verbs and nouns was observed (verbs: 14,956 occurrences; nouns: 14,119 occurrences). Old book vocabulary in Abai Kunanbaiuly’s works demonstrates the lexical and semantic richness of the Kazakh language. The results of the statistical linguistic analysis provide quantitative and qualitative evidence of the poet's contribution to national literature and culture. The findings highlight the importance of old book vocabulary in the historical development of Kazakh literature and language.

Назвы месяцаў на старонках першых беларускіх газет „Наша Доля” і „Наша Нива”

The article discusses the process of creating the system of month names in the Belarusian language. The systematization of names and their selection began in the first year of publication in Vilna (Vilnius) (since 1906) of the first Belarusian-language newspapers „Nasza Dola” and „Nasza Niwa” („Naša Niwa”). A possible source of words could be the „Dictionary of the Belarusian Dialect” compiled by Ivan Nosovich and published in 1870. The variability of lexemes is analyzed on examples from „Naša Niwa” from subsequent years (until 1915) and dialectal material from the 1920s. Attention is drawn to the incompleteness of the available dialectal material, the insufficient attention of scientists of the previous period to the names of months and the history of their functioning in the Belarusian language, which does not allow for a complete reconstruction of the process of creating their varieties both in Belarusian dialects, as well as in literary language.

Literary Language, Film Language and We Need to Talk About Kevin

Objective: This study investigates the comparative analysis of literary and cinematic language in Lionel Shriver's novel We Need to Talk About Kevin (2002) and Lynne Ramsay's film adaptation (2011). The aim is to explore the continuities and ruptures between the two forms, focusing on how they shape perceptions of motherhood, guilt, and psychological development. Theoretical Framework: The research is grounded in literary criticism and psychoanalytic theory, emphasizing the representation of motherhood and guilt in both the novel and the film. These frameworks provide the foundation to analyze how text and visual mediums convey complex themes such as responsibility and the nature of evil within the mother-child relationship. Method: This study employs a comparative theoretical analysis of Shriver's novel and Ramsay's film. The methodology integrates textual analysis of key narrative elements in the book and visual analysis of cinematic techniques in the film. The focus is on thematic exploration and stylistic choices, highlighting the interplay between literary and visual storytelling. Results and Discussion: The findings reveal that the film adaptation does not overshadow the literary work; instead, it complements it. Both forms effectively engage the audience in reflecting on moral and psychological issues related to motherhood and responsibility. While the novel provides depth through internal monologues and detailed narrative, the film employs visual and auditory cues to evoke emotional and psychological responses. The discussion emphasizes how these mediums collaboratively enrich the themes. Research Implications: The study underscores the importance of analyzing literary and cinematic texts in tandem to understand their unique contributions to thematic representation. It highlights the potential for cross-medium studies to deepen insights into complex human experiences like motherhood and guilt. Originality/Value: This research contributes to the literature by demonstrating how film adaptations can serve as extensions rather than replacements of literary works. It offers a nuanced perspective on the interplay between text and image, challenging traditional hierarchies in adaptation studies.

Idiomatic Expressions and Their Impact on Lexical Competence

Idiomatic expressions are integral to the richness and depth of language, offering nuanced meanings that extend beyond literal word definitions. This article explores the significant impact of idiomatic expressions on lexical competence, arguing that mastery of idioms enhances vocabulary breadth, cultural literacy, and the ability to communicate with precision and expressiveness. By defining idiomatic expressions and distinguishing them from literal language, the article establishes a foundational understanding of their role in language proficiency. It delves into how learning idioms not only expands a speaker's vocabulary but also deepens their cultural awareness, enabling more effective and culturally sensitive interactions. Academic research is examined to demonstrate the positive correlation between idiom knowledge and lexical competence, while language acquisition theories, such as Vygotsky's Interactionist Theory, support the integration of idioms into language learning curricula. Practical examples from various contexts, including business, literature, and daily conversations, illustrate the tangible benefits of idiomatic proficiency in real-world communication. The article also addresses common counterarguments, such as the complexity and potential for misunderstanding associated with idioms, and proposes solutions like contextual learning and extensive usage practice to mitigate these challenges. Finally, the implications for language education are discussed, emphasizing the need for curriculum development, innovative teaching strategies, and comprehensive assessment techniques to foster comprehensive lexical competence. The article concludes by highlighting the enduring importance of idiomatic expressions in achieving fluent and culturally aware communication, underscoring their vital role in the future of language learning.

FORMATION OF DIALOGICAL SPEAKING SKILLS AS A COMPONENT OF SPEECH CULTURE OF YOUNGER SCHOOL PUPILS

The successfulness of the child, their ability to work in a team acquires important importance in the conditions of modernization of the education system in Ukraine, aimed at adaptation to global changes and challenges of the times. It directly depends on how well the child speaks the language. Well-developed speech is a reliable means of communication for children, which affects their general development and is the basis for the development of thinking, the growth of a personality, the formation of their worldview, the ability to build relationships with others and future self-realization in society largely depends on the level of speech development. A constituent component of speech development is the development of dialogic speech and teaching speech culture. Communication through dialogue requires considerable effort on the part of the student, concentration, attention, and compliance with all norms of the literary language. Therefore, our research is aimed at optimizing the process of speech development of primary school students, particularly the problem of dialogic speech development, which is becoming more and more relevant. The article is devoted to topical issues of formation of dialogic speech skills with the aim of formation of speech competence of students of education in Ukrainian language classes. The purpose of the article is to highlight the main issues of work on dialogue as a component of the speech culture of an education seeker in Ukrainian language lessons in primary school. In the process of performing the assigned tasks, theoretical research methods were used: analysis and synthesis of methodical sources from the research problem; method of theoretical forecasting for determining the object, subject, goal and tasks of research. Scientific novelty: for the first time, the problem of formation of dialogical speech skills was analyzed in detail and summarized in the context of designing and implementing a complex of special dialogue training exercises for primary school students. Practical significance: the obtained results are briefly summarized; it is recommended to implement a set of exercises in the educational process for the formation of dialogic speaking skills of younger schoolchildren in Ukrainian language lessons. The article presents an analysis of the concept of "dialogic speech" and characterizes the linguistic aspects of the definition of the concept of "dialogic speech". The author of the article notes that immediacy and personalization of dialogic speech are the leading properties of dialogic speech and outlines ways of transmitting information by paralinguistic means during dialogue, describes a set of exercises for forming dialogic speech skills in Ukrainian language classes. The results of the study showed that a set of exercises aimed at teaching dialogue contribute to the formation of speech competence, improvement of the communicative qualities of speech, and an increase in the level of speech culture of younger schoolchildren. The methodical principles of involving a set of dialogue training exercises in Ukrainian language lessons in primary school are scientifically substantiated; it is proved that the specified complex can be introduced into the educational process, used to improve programs and textbooks. Prospects for further research in this field are also outlined. The materials of the article can be used to improve the methods of teaching the Ukrainian language in primary school.