THEORETICAL BASIS OF FORMING SPEAKING SKILLS IN LEARNING A FOREIGN LANGUAGE
Abstract
Speaking is widely recognized as one of the most complex skills in second language learning. Unlike receptive skills, speaking requires the simultaneous activation of linguistic, cognitive, and socio-emotional resources. Despite the key role of oral communication, the mechanisms of speaking development have not been studied in depth. The ability to speak fluently and adequately depends on many interrelated factors: linguistic, cognitive, psychological, and sociocultural. In recent decades, important theoretical models have emerged to explain the nature of speaking, including Levelt’s speech production model, Swain’s output hypothesis, and Long‘s interaction hypothesis. The purpose of this article is to analyze the key theoretical approaches to the development of speaking skills in foreign language learners, with an emphasis on psycholinguistic mechanisms, influencing factors, and major models in the field of foreign language learning