Psycho-physiological phenomena and psycholinguistic processes in teaching foreign languages to students within the framework of a socio-cultural approach

Abstract

The article examines psychophysiological phenomena and psycholinguistic processes in teaching foreign languages to students within the framework of a sociocultural approach. It analyzes the role of perception, attention, memory, thinking, emotional stability, and motivation in the formation and development of speech activity. The importance of learners’ individual psychological characteristics, cognitive strategies, and reflective abilities for successful foreign language acquisition is emphasized. From a psycholinguistic perspective, the mechanisms of speech production and comprehension, the interrelation between language and thinking, and the stages of inner speech formation are described. Special attention is paid to the influence of the sociocultural environment, authentic communicative situations, and intercultural interaction on the development of communicative competence. The effectiveness of interactive methods, problem-based tasks, collaborative learning technologies, and authentic materials is substantiated. The findings contribute to improving foreign language teaching methodology in higher education and provide a theoretical basis for further research and practical recommendations.