THE UNITY OF THINKING AND SPEECH IN EDUCATIONAL PRACTICE: A VYGOTSKIAN APPROACH TO FOREIGN LANGUAGE TEACHING
Keywords:
Vygotsky, thinking and speech, zone of proximal development, cultural-historical theory, foreign language teaching, cognitive development, educational methodology, unity of affect and intellect, developmental learning, psychological functionsAbstract
This article examines the complex relationship between thinking and speech through the lens of L.S. Vygotsky's cultural-historical theory and its applications to foreign language education. The study analyzes how Vygotsky's fundamental concepts—particularly the zone of proximal development, the unity of affect and intellect, and the social origins of higher mental functions—can inform effective pedagogical practices. Drawing on extensive analysis of Vygotsky's work and contemporary research, the paper presents a comprehensive framework for developing educational methodologies that foster the simultaneous development of thinking and speech in language acquisition contexts. The research identifies three critical conditions for ensuring the unity of thinking and speech in educational settings: the verbalization of learning content with reflection, the focus on solving cognitive tasks during speech development, and careful attention to curriculum design. The practical implications include specific methodological recommendations for foreign language instruction that emphasize authentic communication, emotional engagement, and developmentally appropriate challenges. This work contributes to both theoretical understanding of the thinking-speech relationship and practical approaches to language pedagogy based on cultural-historical psychology.
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