This article explores the linguopsychological aspects of developing English oral speech competence among academic lyceum students. It examines how linguistic knowledge, cognitive processes, and psychological factors—such as motivation, self-confidence, and emotional state—interact in the process of foreign language acquisition. The study highlights that successful oral communication in English depends not only on grammatical and lexical proficiency but also on the learner’s psychological readiness and communicative motivation. Drawing on theories from Vygotsky, Krashen, and Dörnyei, the paper emphasizes the importance of integrating linguopsychological principles into language teaching practices. It concludes that fostering a supportive, student-centered environment that combines linguistic training with psychological development can significantly enhance learners’ oral speech competence.
| Mualliflar | Kobiljon, Valiev, Кобилжон, Валиев, Qobiljon, Valiyev |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-09-15 |
| Jild | 3 |
| Son | 5 |
| Betlar | 96-101 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss5-pp96-101 |
DOI: 10.47689/2181-3701-vol3-iss5-pp96-101 · Maqolaning asl sahifasi
Лингвопсихология, устная речевая компетенция, академический лицей, мотивация, коммуникативная компетенция, изучение языка, психологические факторы, навыки говорения на английском языке, когнитивное развитие., Linguopsychology, oral speech competence, academic lyceum, motivation, communicative competence, language learning, psychological factors, English speaking skills, cognitive development., Lingvopsixologiya, og‘zaki nutq kompetensiyasi, akademik litsey, motivatsiya, kommunikativ kompetensiya, til o‘rganish, psixologik omillar, ingliz tili nutq ko‘nikmalari, kognitiv rivojlanish.
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