Psycholinguistic factors of foreign language acquisition

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This study is significant as it highlights the importance of teachers effectively utilising psycholinguistic and psychological approaches when teaching foreign languages, with a focus on enhancing students’ communicative skills. The primary objective of teaching is to foster the ability to engage with authentic materials and apply acquired knowledge in practical settings, thereby addressing the challenges associated with foreign language learning. This study aimed to provide a detailed analysis of the essence of psycholinguistics and its contributing factors. The article clarified the key psychological characteristics of students learning foreign languages. It was stated that the potential of mental processes, as well as the emotional and volitional spheres of students, is determined by and connected to language. The article defined psycholinguistics and outlines the main stages of its development. It has been demonstrated that psycholinguistics emphasises the communicative activity of individuals and the cognitive processing of information based on mental representations. The role of age-related characteristics in foreign language acquisition was examined. It was emphasised that the necessary development of intellectual functions depends on factors such as aptitude and cultural background. Students were noted to experience effective improvement in moral and volitional qualities, the strengthening of character, and the acquisition of a comprehensive range of adult roles in society, all of which are essential for appropriate communicative activity. It has been established that foreign language learning should occur through the development of language awareness rather than the mechanical repetition of words, phrases, or extended speech. The practical application of the findings can be utilised by teachers, lecturers, postgraduate students, and researchers in educational institutions for preparing lessons, organising educational activities, and producing academic studies