ІНОЗЕМНА МОВА ЯК ДОПОМІЖНИЙ ПСИХОЛОГО-ПЕДАГОГІЧНИЙ КОМПОНЕНТ ПІДТРИМКИ ВІЙСЬКОВОСЛУЖБОВЦІВ

The article presents a theoretical analysis of the potential of foreign language learning as an auxiliary psychological and pedagogical support component for military personnel in the context of contemporary military challenges. The relevance of the study is substantiated by the increasing levels of psycho-emotional stress and cognitive impairment, as well as the growing prevalence of anxiety, depressive disorders, and post-traumatic stress disorder (PTSD) among military personnel, which necessitates the search for additional means of supporting their psychological well-being. The paper analyzes current scientific approaches to understanding the psychological state of military personnel and reviews research findings on the cognitive, emotional, and social effects of foreign language learning. It is well established that learning a foreign language contributes to the development of cognitive flexibility, memory, attention, concentration, executive functions, and metacognitive skills, all of which are important for maintaining psychological resilience under heightened stress. The study demonstrates that foreign language learning may serve as a form of psychological "switching," reducing anxiety, fostering positive motivation, enhancing self-esteem, and creating conditions conducive to emotional recovery. Particular attention is paid to the social dimension of foreign language learning, which is manifested in the development of communication skills, intercultural competence, the expansion of social interactions, and the strengthening of a sense of group support. It is argued that the combination of cognitive, emotional, and social mechanisms provides sufficient grounds to consider a foreign language not only as a means of professional training but also as a promising resource for psychological and pedagogical support and the restoration of the personal potential of military personnel. The article proposes practical approaches to organizing foreign language instruction, including the use of interactive teaching methods, the creation of a psychologically safe educational environment, the adaptation of course content to the professional needs of military personnel, the integration of psychological support elements, and the involvement of instructors familiar with the specific nature of military service. The study concludes that, when properly organized, foreign language learning can be regarded not only as a means of professional training for military personnel but also as an important component of a comprehensive system of psychological and pedagogical support. Prospects for further research include the empirical verification of the proposed approaches and the development of models to integrate foreign language training into the psychological support system for military personnel.