Specific Features of Developing Students Speech Through Cognitive-Pragmatic Tasks

Aim — to determine the pedagogical potential of cognitive-pragmatic tasks that serve the simultaneous formation of content comprehension, situationally appropriate expression, and dialogic cooperation in students’ speech. The problem is relevant because the correspondence between task content and the speech situation has not been sufficiently substantiated methodologically. Methods — a three-stage experiment was applied, consisting of a diagnostic entry test, a formative pedagogical intervention, and a control exit test. Conclusion — combining cognitive complexity with pragmatic appropriateness was substantiated as an effective didactic condition for organizing speech activity. The scientific contribution consists in refining a methodological approach that integrates tasks on the basis of the criteria of content comprehension, situationally appropriate speech, and dialogic cooperation.

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