PSYCHOLINGUISTIC AND COGNITIVE FACTORS: CHARACTERISTICS OF FUTURE TEACHERS IN DEVELOPING COMMUNICATIVE COMPETENCE

Аннотация

This thesis explores the psycholinguistic and cognitive factors influencing the development of communicative competence in future English language teachers. It examines how cognitive abilities, emotional states, and motivational factors shape their communicative skills within the educational context. The study highlights the role of artificial intelligence (AI) technologies in addressing these factors by personalizing learning processes and enhancing interactive teaching methods. Drawing on Uzbekistan’s digital education strategy, the thesis underscores the importance of integrating AI tools to support psycholinguistic and cognitive development in teacher training. International experiences, such as AI-driven language learning platforms, are analyzed to demonstrate their potential in fostering effective communicative competence. The research aims to contribute to the methodological framework for preparing future teachers in alignment with global educational standards. Key words: communicative competence, psycholinguistic factors, cognitive abilities, future English teachers, artificial intelligence, teacher training, digital education, personalized learning. PSIXOLINGVISTIK VA KOGNITIV OMILLAR: BO‘LAJAK O‘QITUVCHILARNING KOMMUNIKATIV KOMPETENTLIKNI SHAKLLANTIRISHDAGI XUSUSIYATLARI Annotatsiya: Ushbu tezis bo‘lajak ingliz tili o‘qituvchilarining kommunikativ kompetentligini rivojlantirishda psixolingvistik va kognitiv omillarning rolini tahlil qiladi. Tadqiqotda kognitiv qobiliyatlar, emotsional holatlar va motivatsion omillar bo‘lajak o‘qituvchilarning kommunikativ ko‘nikmalariga ta’siri ko‘rib chiqiladi. Sun’iy intellekt (SI) texnologiyalarining shaxsiylashtirilgan va interaktiv ta’lim jarayonlarini qo‘llab-quvvatlash orqali ushbu omillarni rivojlantirishdagi ahamiyati ta’kidlanadi. O‘zbekistonning raqamli ta’lim strategiyasi doirasida SI vositalarining o‘qituvchilar tayyorlashda qo‘llanilishi zarurati asoslanadi. Xorijiy tajribalar, masalan, SI asosidagi til o‘rganish platformalari, kommunikativ kompetentlikni rivojlantirishda samarali yechimlar sifatida muhokama qilinadi. Tadqiqot bo‘lajak o‘qituvchilarning global ta’lim standartlariga mos tayyorgarligini ta’minlashga xizmat qiladi. Kalit so‘zlar: kommunikativ kompetentlik, psixolingvistik omillar, kognitiv qobiliyatlar, ingliz tili o‘qituvchilari, sun’iy intellekt, o‘qituvchilar tayyorlash, raqamli ta’lim, shaxsiylashtirilgan ta’lim. The development of communicative competence in future English language teachers is a critical aspect of their professional preparation, as it directly impacts their ability to facilitate effective language acquisition for their students [1; pp. 269–270]. Communicative competence encompasses not only linguistic proficiency but also sociolinguistic and pragmatic skills, 4 ` requiring teachers to navigate diverse cultural and contextual demands in real-world communication [2; pp. 25–26]. Psycholinguistic and cognitive factors, such as cognitive processing, emotional regulation, and motivation, play a pivotal role in shaping these competencies. This thesis examines how these factors influence the communicative abilities of future English teachers and explores the potential of artificial intelligence (AI) technologies to address them within the framework of Uzbekistan’s digital education initiatives. Psycholinguistic factors include cognitive processes such as attention, memory, and language processing, which are essential for effective communication. For instance, working memory capacity influences a teacher’s ability to process and respond to complex linguistic inputs during classroom interactions [3; pp. 45–47]. Emotional factors, such as anxiety or confidence, also significantly affect communicative performance. Research indicates that language anxiety can hinder fluency and coherence in communication, particularly for pre- service teachers who are still developing their professional identities [4; pp. 112–113]. Motivation, both intrinsic and extrinsic, further drives the acquisition of communicative skills, as highly motivated individuals are more likely to engage in practice and seek feedback [5; pp. 78–80]. In the context of Uzbekistan, where English language education is increasingly prioritized, understanding these factors is crucial for designing effective teacher training programs. Cognitive characteristics, such as problem-solving skills and metacognitive awareness, are equally important. Future teachers with strong metacognitive skills can better monitor and adjust their teaching strategies to suit diverse learner needs [6; pp. 65–67]. However, traditional teacher training programs often overlook these psycholinguistic and cognitive dimensions, focusing primarily on linguistic accuracy rather than holistic communicative competence. This gap is particularly evident in Uzbekistan, where cultural and educational contexts may influence students’ cognitive and emotional readiness for language teaching. For example, cultu