METHODOLOGY OF DEVELOPING DIALOGIC SPEECH OF GRADE 5–6 STUDENTS THROUGH ROLE-PLAY ACTIVITIES IN ENGLISH LESSONS

This article explores the methodology of developing dialogic speech in Grade 5–6 students through the systematic implementation of role-play activities in English language lessons. Dialogic speech is a key component of communicative competence and requires structured pedagogical support, particularly at the lower secondary level. The study observes theoretical foundations of role-play within communicative language teaching and sociocultural frameworks and proposes a staged methodological model for classroom application.