PSYCHOLOGICAL PRESSURES IN ENGLISH LANGUAGE LEARNING: CAUSES, IMPACT MECHANISMS, AND PEDAGOGICAL SOLUTIONS
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This article examines the psychological pressures encountered by learners during English language acquisition and analyzes their causes, manifestations, and influence on learning outcomes. Drawing on cognitive, affective, and sociocultural theories, the study identifies anxiety, fear of error, low self-efficacy, and external performance expectations as key pressure components that hinder effective language development. The research also reviews international empirical studies illustrating how psychological pressure impacts linguistic performance, communication confidence, lexical retention, and long-term motivation. Based on the analysis, the article proposes pedagogical strategies—including supportive classroom environments, emotional scaffolding, formative assessment, and anxiety-reduction techniques—to mitigate negative psychological influences and enhance English language learning efficiency.
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