Abstract
This article examines the theoretical bases of the cognitive approach in foreign language teaching and its role in the development of oral speech. The study focuses on the key concepts of cognitive psychology and psycholinguistics that explain how speaking skills are formed and improved. Particular attention is given to such cognitive mechanisms as memory, attention, information processing, schema activation, chunking, and automatization. In addition, the article analyzes the influence of affective factors, especially anxiety and stress, on speech production. The review of prior research demonstrates that oral speech is not only a linguistic skill but also a complex cognitive activity requiring the coordination of multiple mental processes. Based on the analysis of theoretical sources, it is argued that the cognitive approach provides an effective framework for improving oral speech through the reduction of cognitive load, the strengthening of working memory, and the development of fluency through structured and meaningful practice. The article also outlines the pedagogical implications of this approach for foreign language teaching and highlights its significance for developing learners’ communicative competence.