THE ROLE OF DIDACTIC GAMES IN DEVELOPING SOCIOLINGUISTIC AND PRAGMATIC COMPETENCE IN PRIMARY SCHOOL STUDENTS
DOI:
https://doi.org/10.5281/zenodo.17985834Abstract
The development of sociolinguistic and pragmatic competence is a crucial aspect of communicative language learning in primary education. These competences enable learners to use language appropriately according to social context, communicative purpose, and cultural norms. Didactic games are considered an effective pedagogical tool for fostering such competences, as they create meaningful, interactive, and context-based learning situations. This article explores the role of didactic games in developing sociolinguistic and pragmatic competence in primary school students. It examines the theoretical foundations of sociolinguistic and pragmatic development, the pedagogical potential of didactic games, and the teacher’s role in organizing game-based activities. The study highlights that systematically integrated didactic games enhance learners’ awareness of social language use, pragmatic meaning, and communicative appropriateness. The findings suggest that didactic games significantly contribute to the development of sociolinguistic and pragmatic competence when implemented under appropriate pedagogical conditions.
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