Emotional intelligence (EI), the ability to manage emotions, empathize, and regulate one's behavior, is essential for every member of society nowadays. Various social institutions, including these at the educational institutions, influence its development. The paper examines the relationship between solving communicative tasks and developing students' emotional intelligence and describes the features of students' native language training. Here, we are providing examples of analytical, associative, and research communicative tasks. The tasks involve communicative activities, emotional and sensory perception of the text, and the involvement of analytical and creative abilities. A pedagogical experiment was conducted to confirm the development of EI in the process of solving communicative tasks. Hall's methodology determined the level of EI formation. The total number of respondents was 156 (control group – 77 people, experimental group – 79 people). Three control surveys were conducted in March (at the beginning of the experiment), June (in the middle of the experiment), and December (at the end of the experiment) of 2022 to track changes in the development of EI. The empirical results were subjected to statistical analysis. Pearson's criterion confirmed the normality of the distributions, and Student's criterion showed the statistical significance of changes at the end of the experiment for all indicators and for the indicators "emotional awareness," "managing one's emotions," and "empathy" in the middle of the experiment. The study confirmed a new method of developing EI - the use of  
communicative tasks in teaching the native language, which extends the existing research results on the development of EI in learning foreign languages. The study lays grounds for several conclusions, including that solving communicative tasks may model "life situations" and indirectly form models of the future behavior of young people. It also identifies an urgent need for special courses for teachers on developing skills to create communicative tasks; it is essential to modernize teacher training programs, which should include the development of skills to model situational emotionally colored tasks that do not have an unambiguous answer and require analysis, comparisons, and evaluations.

Pedagogical scientists often need to process the results of a pedagogical experiment. However, not every scientist (especially in humanitarianism) has appropriate mathematical training, so statistical data processing is a problem for him. Scientists-pedagogues in Ukraine use various statistical methods to process the results of a pedagogical experiment and face the problem of cumbersome calculations and the accuracy of assessments. Therefore, we developed a method that is based on the correct mathematical apparatus, simplifies the processing of empirical data, and allows us to draw qualitative conclusions without the explicit use of mathematical apparatus. To simplify the statistical analysis of the results of the pedagogical experiment and the interpretation of the obtained data, the authors suggest using a spreadsheet and analyzing the data according to Student's and Fisher's criteria (comparing the average sample and its variance) and controlling intermediate indicators of the results of the pedagogical experiment. The method developed by the authors has an advantage compared to other methods: it is enough to analyze the pair "mean and variance" for the sample to conclude the significance of the differences in the control and experimental groups. The method has a simple implementation since almost every researcher has a spreadsheet processor on his computer. The method does not require a thorough knowledge of the statistics course. The method guarantees more reasonable conclusions (two criteria are used at once), which is important when conducting a pedagogical experiment.