This article examines the theoretical and methodological foundations of using linguodidactic tasks to develop learners' speech and linguistic competencies in the process of native-language education. It analyzes the pedagogical potential of linguodidactic tasks developed on the basis of the communicative approach in developing learners' oral and written speech, forming independent thinking skills, and developing their competence in the practical use of language units in accordance with communicative situations. Particular attention is given to the formation of learners' skills in independently observing and analyzing linguistic phenomena, selecting linguistic means appropriate to a given communicative situation, and expressing thought logically, coherently, and grammatically correctly through linguodidactic tasks. The study substantiates that organizing linguodidactic tasks in a practically oriented manner and integrating them with communicative activity constitutes an important methodological tool for increasing the effectiveness of native-language education.