Developing Coherent Speech on The Basis of Integrative-Cognitive Tasks: A Theoretical and Methodological Analysis

Abstract

This article examines the theoretical and methodological essence of developing coherent speech in primary school pupils through integrative-cognitive tasks. It analyses such features of coherent speech as semantic integrity, logical consistency, semantic cohesion and lexical-grammatical accuracy. The article substantiates the potential of integrative-cognitive tasks for forming pupils’ skills in perceiving information, identifying semantic relations, planning their thoughts, producing oral and written discourse, and reflectively analysing their own speech. As a result, the methodological significance of organising the development of coherent speech in primary education as a unity of cognitive activity and speech practice is clarified.