PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF TEACHER–STUDENT COMMUNICATION IN FOREIGN LANGUAGE TEACHING

Effective teacher–student communication is considered one of the central psychological and pedagogical conditions for successful foreign language acquisition. In modern educational environments, especially in foreign language classrooms, communication is not only a means of knowledge transmission but also a tool for developing learners’ motivation, emotional engagement, cognitive activity, and communicative competence. This thesis analyzes the psychological and pedagogical factors that ensure productive interaction between teachers and students during foreign language instruction. The study highlights the importance of emotional climate, motivation, interactive methods, didactic games, learner-centered approaches, and positive feedback in shaping effective communication. The research concludes that well-organized teacher–student communication significantly enhances language learning outcomes and students’ communicative activity.