TEACHING LISTENING AND SPEAKING AT PRE-PRIMARY AND PRIMARY STAGES
TEACHING LISTENING AND SPEAKING AT PRE-PRIMARY AND PRIMARY STAGES

Summary/Abstract: This paper examines the pedagogical foundations and practical implications of teaching listening and speaking at pre-primary and primary educational stages. Grounded in contemporary second language acquisition theory, the study conceptualizes listening as an active cognitive process involving perception, parsing, and interpretative utilization. It highlights the central role of listening as the primary source of linguistic input and the foundation for speaking development. The article analyzes instructional frameworks based on pre-, while-, and post-listening stages, integrating bottom-up and top-down processing strategies. It further discusses common challenges such as speech rate, accent variability, reduced forms, limited vocabulary, and affective barriers. Special attention is given to technology-enhanced learning and blended instructional models that expand exposure to authentic language while maintaining pedagogical guidance. In addition, the paper explores speaking development within a CLIL (Content and Language Integrated Learning) framework, emphasizing content-driven communication, scaffolding techniques, and interactive classroom practices. The findings underscore that structured methodology, cognitive support, and multisensory engagement are essential for fostering communicative competence in young learners.

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