This paper investigates innovative approaches to English language teaching that integrate non-traditional and psycholinguistic technologies. It explores how emotional, cognitive, and linguistic factors interact in the process of acquiring a foreign language. Drawing on psycholinguistic theories by Chomsky, Krashen, and Vygotsky, the research emphasizes the learner’s affective state, motivation, and cognitive readiness as decisive elements in successful acquisition.

Special attention is given to the Psycho-CLIL Art Synergy Method, a framework that combines Content and Language Integrated Learning (CLIL) with Art Therapy and psycholinguistic principles. The method was implemented among psychology undergraduates and demonstrated tangible progress in communicative competence, motivation, and emotional stability. The paper argues that when linguistic instruction is built on psycholinguistic understanding and creative practice, it transforms from a purely academic activity into a process of personal and professional growth.

Psycholinguistics, CLIL, Art Therapy, Motivation

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