This article examines the crucial role of the pedagogical component in training future English language teachers to enhance their didactic competence and methodical skills. Utilizing the Communicative Language Teaching (CLT) approach and Harmer’s ESA model, the study demonstrates how structured lesson planning optimizes classroom interaction. Integrating Horwitz’s Foreign Language Anxiety (FLA) construct and Krashen’s Affective Filter Hypothesis, the paper analyzes how psychological barriers impede cognitive processing and communicative performance. It identifies “Delayed Feedback” and “Recasting” as vital formative assessment tools to mitigate these barriers. Ultimately, aligning with Gardner and Lambert’s model, the study concludes that fostering integrative motivation and self-efficacy is an essential prerequisite for sustainable language acquisition, highlighting the intrinsic link between psychological insight and pedagogical mastery.
The Interconnection of Psychological and Pedagogical Components in The Professional Training of Future Teachers
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