The article examines the linguistic and psychological dimensions of pedagogical speech as a central communicative instrument in modern educational processes. It explores how the teacher’s verbal behavior serves not only as a vehicle for knowledge transmission but also as a psychological mechanism for shaping learners’ motivation, emotional stability, and intellectual engagement. The research investigates pedagogical speech through the prism of psycholinguistic theory, cognitive psychology, and educational linguistics, emphasizing the interdependence of language and mental processes in pedagogical interaction. The study analyzes the multi-layered structure of teacher discourse, including lexical, syntactic, pragmatic, and prosodic components, which reflect the teacher’s professional identity and communicative competence.

Pedagogical speech, psycholinguistics, educational linguistics, communicative competence

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