PEDAGOGICAL AND PSYCHOLINGUISTIC DETERMINANTS OF LANGUAGE ASPECT DEVELOPMENT IN PRE-SERVICE FOREIGN LANGUAGE TEACHERS

Abstract

The modernization of foreign language teacher education requires the integration of linguistic, psychological, and methodological competencies. The development of phonetic, lexical, grammatical, and stylistic aspects in pre-service teachers is not merely a structural linguistic process but a psycholinguistically mediated transformation of declarative knowledge into communicative competence. This study aims to identify the pedagogical and psychological determinants underlying language aspect formation and to substantiate an integrative training model. The research is based on theoretical analysis and structural-functional modeling of psycholinguistic, pedagogical, and methodological literature. The findings demonstrate that semantic network expansion, grammatical automatization, motivational regulation, and communicative contextualization constitute the core mechanisms of language competence development. The study proposes an integrative framework combining communicative methodology, psycholinguistic processing principles, and AI-enhanced learning environments to improve professional teacher preparation.