The role of dialogical speech in the formation of another language competence of younger school students

The article raises the problem of determining the role of dialogical speech of younger schoolchildren in the process of forming their foreign language competence. To this end, the essence and features of dialogical speech of primary school students are clarified, which is characterized as the result of active speech interaction, which involves the use of communication skills to exchange information and form communicative relationships. Saturation with facial expressions, gestures, intonations, emotional reactions; the predominance of simple speech constructions and the active formation of the ability to create new ones; motivation of dialogical speech are highlighted among the features of dialogical speech of younger schoolchildren. Foreign language competence of a younger schoolchild is considered in the study as a synthesis of theoretical and practical components (knowledge, skills, abilities) necessary for effective speech interaction in order to understand and implement foreign speech. The components of foreign language competence of younger schoolchildren are: knowledge, techniques, skills of foreign language communication, as well as communicative abilities. The formation of foreign language competence of younger schoolchildren by means of dialogical speech provides a communicative approach to learning a foreign language, which is currently leading in the new Ukrainian school. It has been proven that dialogical speech is an important factor in the formation of foreign language competence of younger schoolchildren, as it provides practical orientation, motivation, and ease in the process of learning a foreign language. It has been found that the main factors influencing dialogical speech on the formation of foreign language competence of younger schoolchildren are: expansion of vocabulary, literacy and ethics of communication; development of non-verbal communication skills; development of the ability to effectively interact with native speakers; improvement of the ability to reflect and empathize