The article analyzes the theoretical, psycholinguistic, and linguodidactic foundations of developing students’ speech intuition based on imitative paradigms. Imitation is regarded as a natural form of human cognitive activity, explained through the harmonious functioning of perception, cognition, and thinking mechanisms in the development of speech competence. The imitative approach is assessed as a model that integrates social and cognitive factors in language acquisition. The stages, conditions, and methodological principles of developing speech intuition are systematically examined based on scientific sources.

Imitative paradigm, speech intuition, perception, language thinking

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