Inconsistencies between theory and practice in the formation of speech activity of primary school students

Abstract

This article is aimed at examining the inconsistencies between theory and practice in developing the speech activity of primary school students. Currently, enhancing students’ linguistic and communicative competencies in primary education is a particularly relevant issue. The study’s subject is the students’ speech skills and teachers’ theoretical and practical competencies. The research was conducted using analytical, comparative, and evaluative methods, surveys, interviews, and practical observations. The results indicate that discrepancies between theoretical knowledge and practical lessons lead to insufficient development of students’ linguistic competencies, limited vocabulary, and poorly formed communicative skills. These discrepancies are associated with teachers’ insufficient methodological training, the use of outdated or formal teaching methods, the low quality of methodological support, and the limited use of practical exercises. The study shows that integrating theory and practice, employing interactive and project-based methods, focusing on the content of practical training, fostering reflective processes, and providing mentor support can effectively develop primary school students’ speech competencies. The obtained results provide a foundation for practical recommendations to improve educational quality and enhance teachers’ professional competencies.