Psycholinguistic strategies for learning a foreign language

This article is devoted to the complex area of psycholinguistic perception of a written text in a foreign language, an area where cognitive and cultural aspects intersect to shape language experience. The author clarifies the complex interplay between linguistic competence, cognitive processes and cultural context in foreign language comprehension. At the centre of the study is the definition of linguistic competence not simply as a set of linguistic rules, but as a dynamic structure that facilitates cognitive interaction with a text. Discourse extends to the psychological domain, where motivation, attitudes and prior knowledge are found to be key in navigating the cognitive demands of foreign language text perception. The article also elaborates on the influence of cultural factors, emphasising how cultural adaptations of a text and ingrained cultural stereotypes can either facilitate or hinder the comprehension process. These findings allow for a discussion of their practical applications, especially in the field of foreign language teaching and instructional design. Psycholinguistic research provides a basis for strategies and techniques to improve language acquisition, advocate immersive, context-rich learning environments and use pedagogical tools that take into account learners' cognitive diversity. As a result of the analysed aspects, the article argues that foreign language text comprehension is a multifaceted phenomenon deeply rooted in cognitive and cultural layers. The findings emphasise the need to develop approaches to language teaching and materials creation that take into account these psycholinguistic and cultural aspects, and suggest that such an informed approach can significantly improve language learning outcomes.