Self-control as a psychological and pedagogical condition for stimulating students' speech activity in the process of foreign language learning

Abstract

This article is devoted to the problem of self-control and self-correction as conditions for stimulating students' speech activity when mastering a foreign language. The article analyzes the psychological and pedagogical foundations of the essence of self-control, as well as the psychophysiological mechanisms that ensure the functioning of self-control; aspects of the development of skills of self-control are considered; factors contributing to the development of self-control are identified.