My master's thesis focuses on the development of pupils’ speaking competence in primary school. The case study focuses on a local primary school, with two main research questions: to what extent do the teaching materials used at the school support the development of pupils’ speaking skills, and how do teachers perceive and promote this competence in their everyday pedagogical practice. The research is based on an analysis of four Slovene language workbooks used from 6th to 9th grade and three semi-structured interviews with two teachers and a headmaster of the chosen school.
The analysis of the teaching materials revealed that speaking activities are underrepresented compared to other language domains. Tasks that would encourage collaborative learning (such as pair or group work) are rare or almost entirely absent. The interviews showed that the teacher plays a key role in developing pupils’ speaking skills, as many teachers actively encourage oral expression through their own initiative and appropriate didactic approaches. Interviewees also pointed to a noticeable decline in pupils’ speaking proficiency in recent years, reflected in a reduced vocabulary, the influence of English expressions, and a generally lower functional use of language in various contexts.
The findings highlight the need for a more balanced design of teaching materials that better align with the objectives of contemporary language education, as well as the need for more systematic support for teachers in fostering speaking competence. The research confirms that developing speaking skills is a complex and multifaceted process that requires integrating linguistic knowledge with authentic communicative situations.
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