IMPROVING THE METHODOLOGY FOR DEVELOPING PRODUCTIVE ENGLISH COMMUNICATION SKILLS IN PRIMARY SCHOOL STUDENTS BASED ON THE ACMEOLOGICAL APPROACH AND STORYTELLING TECHNOLOGY

This paper addresses the improvement of the methodology for developing productive English communication skills among primary school students, based on an acmeological approach and storytelling technology. The relevance of the study stems from the need—during the primary education stage—to foster not only students' lexical and grammatical knowledge but also their ability to independently express thoughts, ask questions, engage in conversation, narrate events coherently, and take initiative during communication. While the acmeological approach focuses on the student's individual potential, motivation, self-expression, and the step-by-step achievement of high results, storytelling technology enables the organization of this process through meaningful, emotional, and communicative tasks. The paper proposes a methodological model based on the sequence: "motivation – perception – imitation – independent storytelling – interactive communication – reflection".