Abstract. The article explores theoretical foundations of universal cognitive learning actions

(UCLAs) formation in foreign language education for primary school students. It analyses the structure and classification of UCLAs, their role in the development of cognitive and communicative competencies, and their interrelation with regulatory and communicative actions. Levels of UCLAs formation and the specificity of working with foreign language texts as a tool for cognitive skills development are discussed. Special attention is given to theoretical approaches to the development of logical and analytical cognitive actions in the context of foreign language education.

Keywords: universal cognitive learning actions, foreign language education, primary school

students, communicative competence, logical actions