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Abstract
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.
References
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8.Harmer, J. How to Teach English. London: Longman, 2007.
9.Richards, J. C., Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2014.
10.Brown, H. D. Principles of Language Learning and Teaching. New York: Pearson Education, 2007.
11.Littlewood, W. Communicative Language Teaching. Cambridge: Cambridge University Press, 2004.
12.Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978.
13.Muxtorova, D.X. Chet tilini o‘qitishda pedagogik muloqotning ahamiyati. – Toshkent: Fan, 2020.
14.To‘xtayeva, G.M. Ingliz tili darslarida o‘quvchilar nutqini rivojlantirish metodikasi. – Toshkent, 2019.
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