Pragmatic-Didactic Mechanisms for Developing Written Expression Skills Among Primary School Pupils

Abstract

This article examines pragmatic-didactic mechanisms for developing written expression skills among primary school pupils. The study argues that the development of written speech should not be limited to grammatical, orthographic, or compositional skills alone; rather, it should be closely connected with pupils’ awareness of the purpose of writing, the communicative situation, the addressee, content selection, coherent expression of ideas, and revision of the text. The article systematizes the mechanisms of goal orientation, situational adaptation, addressee awareness, content planning, text production, and reflective revision. The experimental work was conducted over eight weeks with pupils of Grades 3-A and 3-B. The findings indicate that written tasks designed on the basis of pragmatic-didactic mechanisms significantly improve pupils’ ability to express written ideas purposefully, coherently, appropriately for the addressee, and in a revised form