Our personality develops gradually, and this process is influenced by various factors, with language being one of the most important. We need to communicate with other people, to speak as much, as we need occupation, and this need determines the development of our personalities. Language is deeply embedded in our conscious and subconscious. Through language we perceive most of the information about the world and the way it is organised. It helps children identify themselves. By learning language, we acquire cognitive frames and schemes of possible actions, as well as behaviour models and patterns we can employ in various situations.

The article presents the analysis of the other works on the problem, performed in order to define dialogic communication, its characteristics, functions, and the role it plays in the development of personality. It also demonstrates why dialogic communication should be used more widely in schools.

The experiments conducted allowed us to determine the psychological and pedagogical conditions required for effective development of dialogic communication between teenagers. We also came to a conclusion that the effectiveness of dialogic communication in schools depends on the combination of various pedagogical conditions, including the teacher’s determination and motivation, the use of didactic literature, education methods, link between education and real life, speech norms, and communication standards.

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