Regarding psychophysiological, communicative and linguodidactic aspects of writing as a type of speech activity

This article examines certain features of psychophysiological and communicative nature of writing as a productive type of speech activity. Given its inherently complex nature, which from the outset is closely intertwined with other types of speech activity—both productive and receptive—the study proposes a multifaceted comparative analysis of the key characteristics of writing, speaking, and reading. This analysis aims to identify both similarities and differences among them. Accordingly, the authors delineate the specificity of psychophysiological and kinesthetic mechanisms underlying writing both as a type of speech activity and a process, emphasizing its secondarycode nature and considerable level of abstraction involved in writing operations. This, in turn, accounts for certain difficulties in its acquisition. Furthermore, the results of the conducted theoretical research convincingly demonstrate that the use of articulatoryvisual kinesthesis is an effective means of optimizing instruction in writing, as well as other related types of speech activity. Overall, the material of this study may be of interest to specialists in the fields of foreign language teaching methodology, communicative linguistics, communication theory, and psychophysiology, and can be realized in teaching specialized courses.