TYPICAL DIFFICULTIES IN THE DEVELOPMENT OF DIALOGIC COMMUNICATION COMPETENCE AMONG THIRD-GRADE STUDENTS
TYPICAL DIFFICULTIES IN THE DEVELOPMENT OF DIALOGIC COMMUNICATION COMPETENCE AMONG THIRD-GRADE STUDENTS

Summary/Abstract: This article analyses the issue of developing dialogic communication competence among third-grade students. The research aims to evaluate students’ performance in authentic communication contexts, as well as to identify persistent difficulties that affect the quality of dialogue.The research findings highlight a generally good level of performance in the development of dialogic communication competence, alongside the presence of some typical errors that require remediation. Overall, students demonstrate appropriate adherence to dialogue structure, coherent and logical formulation of utterances, and adequate use of politeness formulas. The main difficulties observed concern the natural integration of politeness formulas, consistent observance of dialogue structure, and linguistic accuracy, particularly with regard to spelling and punctuation.Differences in proficiency levels necessitate the adaptation of instructional approaches through differentiated tasks and the provision of dialogue models for students experiencing difficulties, while simultaneously encouraging creativity and personal expression among high-performing students. Such differentiation supports the progress of each learner and helps prevent school failure.

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