PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF ENGLISH COMMUNICATIVE COMPETENCE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

The article is devoted to the theoretical interpretation of the psychological and pedagogical conditions for the development of English-speaking communicative competence among students of higher education institutions in the context of contemporary educational transformations. The relevance of the study is determined by the growing role of affective and metacognitive factors in the formation of oral foreign language speech under the conditions of educational digitalization, post-pandemic changes, and wartime challenges. The aim of the research is to provide a theoretical justification of the relationship between psychological barriers to oral speech and pedagogical strategies for overcoming them in the process of developing students’ foreign language communicative competence. The study was conducted within a qualitative theoretical-analytical research design using methods of systematic analysis, comparison, and conceptual generalization of contemporary psychological-pedagogical, linguodidactic, and neurodidactic approaches. The results of the study systematize the key psychological barriers to oral foreign language communication, including speech anxiety, fear of negative evaluation, reduced self-efficacy, and xenoglossophobia, and establish their relationship with the pedagogical conditions of organizing the educational process. The role of metacognitive strategies and the facilitative position of the teacher in reducing the affective filter and activating students’ speech activity is substantiated. The scientific novelty of the study lies in the conceptual integration of psychological-pedagogical and neurodidactic approaches to the development of oral foreign language communication and in the development of a generalized analytical model of the relationship between psychological barriers and pedagogical strategies for overcoming them. The obtained results expand the theoretical understanding of the process of communicative competence formation through consideration of the emotional-regulatory dimension of learning.