This thesis examines major didactic and psycholinguistic problems in teaching foreign language communication to primary school learners. Using classroom observation, diagnostic tasks, and teacher interviews, it identifies recurring communication breakdowns and their underlying causes. The novelty lies in substantiating an age-appropriate system of micro-communicative tasks and assessment criteria that support gradual, measurable development of interaction skills in early grades.
Ramziddinova et al. (Mon,) studied this question.