Cross-Linguistic Applicability of a Human-Centered Communicative Language Teaching Framework

The article is dedicated to substantiating the cross-linguistic applicability of a human-centered communicative language teaching framework. The relevance of the study is determined by the ongoing dependence of language pedagogy on structural characteristics of particular linguistic systems, despite growing empirical evidence that communicative readiness is shaped primarily by affective, interpersonal, and pragmatic mechanisms. The novelty of the research lies in conceptualizing LIFE TALK™ not as a methodology adapted to individual languages, but as a language-neutral communicative architecture grounded in universal features of human interaction. The work describes and analytically examines affective mediation between anxiety and willingness to communicate, the predictive role of teacher immediacy, the development of pragmatic competence through mediated interaction, the impact of argumentative engagement, and the regulatory function of reflective assessment. Special attention is paid to academic buoyancy as a psychological bridge transforming emotional tension into communicative action. The article sets the goal of demonstrating that the operational logic of the framework remains invariant across typologically diverse languages. To solve this task, comparative analysis, synthesis of empirical findings, and structural interpretation of quantitative models were used. The conclusion argues that the effectiveness of the model derives from universal cognitive-affective processes rather than from grammatical configuration. The article will be useful for researchers in applied linguistics, curriculum designers, and language educators working in multilingual environments.