The article presents the conceptual foundations of dialogical competence formation in the context of Ukrainian language education of elementary school students. The author emphasizes that the ability to formulate and express their thoughts correctly is the key to success in life. It is proved that broadcasting is the main means of communication, meeting the various personal needs of people in communication. The author argues that in linguistics, language is defined as a kind of sign system that provides human thinking, communication with other people, that is, serves as a means of forming thoughts, perception of the surrounding reality, the exchange of information. Attention is drawn to the fact that since language and speech accompany a person in all activities throughout life, it is appropriate to talk about the interconnection of all activities in speech communication, that is, speech competence, which is a component of communicative. The author notes that the competence approach in education is understood as the orientation of the educational process to the formation and development of basic competencies of the individual. It is specified that competence should be understood as a real requirement for students to acquire a set of knowledge, methods of activity, experience, attitudes in a certain field of knowledge, qualities of the personality acting in society, and competence - as really formed personal qualities of the student and experience. The author emphasizes that the communicative-activity approach is one of the basic principles in the teaching of the mother tongue, under which the process of mastering the mother tongue should be carried out in the course of solving the students' oral tasks, arranged in order of increasing their complexity. It is emphasized that the principles of experimental study construction were: communicative orientation of dialogue teaching; the principle of situationalism in the teaching of first-graders in dialog speech; language training as an activity; the principle of speech and mental activity of students; the principle of individualization; gradual and systematic approach to learning dialogue. The author emphasizes the importance of the principle of communicative orientation, which involves the construction of a language learning process as a process of real communication. The prospects for further research in this area are identified.