Analysis of Primary School Teachers’ Opinions on the Development of Students’ Ability to Tell Stories “as a Witness” and “as a Participant”

Abstract

This article examines the process of developing the creative speech of junior schoolchildren in native language lessons through the use of narration types "from the perspective of an eyewitness" and "from the perspective of a participant." Based on the opinions identified through a survey among teachers of the A. Khachatryan School in Yerevan, as well as an online questionnaire, the methods that contribute to the development of narration skills and the existing difficulties are analyzed. The role of various types of speech activity and their degree of effectiveness are presented, and the trends in forming students' communicative, analytical, and language skills through storytelling are investigated. The identified difficulties are mainly related to the insufficient development of the students' lexical vocabulary and challenges with the logical sequence of presentation. In conclusion, practical methodological recommendations are proposed aimed at overcoming these problems and increasing the effectiveness of work on forming coherent narrative speech in primary school.