Abstract
The paper presents testing results for the psychodidactic approach to developing a military university student as an actor of foreign language communication. The theoretical basis implies the ecopsychological model of an actor of educational activity (V.I. Panov). The author identifies six stages of the abovementioned process: 1) perceptive, 2) imitative, 3) reproductive, 4) productive, 5) competency-based, 6) creative. The research defines the psychological and educational environment for the technology implementation. It demonstrates the impact of ecopsychological types of relationship between military university students and teachers on successful foreign language teaching. Pilot studies help prove the effectiveness of psychodidactic principles of co-actor and actor-generating relationship and the efficacy of the approach under review not only in learning foreign languages at a military university but also in developing agency among students by teaching aids.
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