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

This article examines the psychological and pedagogical features of teacher–student communication in the process of foreign language teaching. Effective interaction between teachers and learners is considered a key factor in enhancing learners’ communicative competence, motivation, and emotional engagement. The study analyzes theoretical approaches to pedagogical communication and highlights the role of psychological factors such as motivation, anxiety reduction, and positive classroom climate in foreign language acquisition. Based on pedagogical observations and analytical methods, the article identifies essential characteristics of effective teacher–student interaction and proposes methodological recommendations for improving communication in foreign language classrooms.