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Abstract
The article investigates the influence of the communicative-oriented approach to English language teaching on the development of social intelligence in primary school pupils. It analyzes the theoretical foundations for the formation of social intelligence within the context of foreign language education, defines the specifics of communicative-oriented teaching in primary school, and establishes a correlation between students’ English language proficiency level and their social intelligence indicators. Social intelligence is viewed as an integrative characteristic of an individual, encompassing cognitive, emotional, and behavioral components, which determines the effectiveness of interpersonal interaction. The communicative-oriented approach is characterized by creating authentic communication situations, using interactive methods, role-playing games, and project activities, all of which activate every component of social intelligence. An empirical study was conducted during the 2024–2025 academic year involving 120 pupils from the 3rd and 4th grades of the Communal Educational Institution “Lutsk Lyceum No. 9 of the Lutsk City Council.” The experiment’s results confirm a statistically significant impact of specially organized communicative-oriented teaching on the development of social intelligence: the integral indicator in the experimental group increased by 34% compared to 7% in the control group. The greatest effect was observed in the development of the emotional component and behavioral skills of interpersonal interaction. The identified mechanisms of influence include: creating numerous situations for authentic communication, safe experimentation with social roles, enriching emotional vocabulary, expanding socio-cultural frameworks of perception, and the natural development of cooperation skills. The practical significance of the research lies in developing a communicative-oriented English language teaching program with a focus on social intelligence development for primary school.
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