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Abstract
Abstract. This study investigates how psychological constraints influence learners’ oral proficiency in a foreign language. While traditional teaching emphasizes grammar and vocabulary, emotional and cognitive factors often determine communicative performance. The paper reviews current research on psychological barriers (such as anxiety and fear of mistakes) and examines their effects on fluency and interaction. Empirical data from recent studies are synthesized to highlight how anxiety reduces participation and fluency. Practical recommendations are discussed, including pedagogical strategies to lower anxiety and foster active speaking in the classroom.
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