Introduction. Today, the formation of speech skills of future foreign language teachers is a necessary condition for their training for professional activity. This makes it current to search for such forms and methods that create positive motivation for students to learn foreign language, remove psychological barriers and activate the formation of dialogical and monologue speech skills.

Materials and methods. Integration of psychodrama elements into the traditional educational process allows to overcome difficulties in the formation of speech skills and enables the teacher to model various speech situations, during which students play certain social roles when solving assigned tasks, live out events, turn to personal social experience, which encourages them to spontaneous productive speech.

Results. The main goal of including elements of psychodrama in the traditional educational process is to activate the emotional sphere of students, which is carried out through co-creativity, information exchange, and appeal to empathy. This contributes to the creation of a quasi-real field of communication, liberates students and motivates them to make verbal dialogical or monological utterances. This has a positive effect on the formation of speech skills.

Discussion. The authors summarize the results of the analysis of works of scientists on the problem of using elements of psychodrama in teaching foreign language. An analysis of the literature on the research problem showed that most researchers are unanimous in the opinion that psychodrama in the aspect of the implementation of linguistic theater in foreign language classes helps to increase students' motivation to learn foreign language due to its creative nature, which has a positive effect on the formation of communicative competence. It is concluded that the use of elements of psychodrama in working with students allows them to develop the ability and readiness for successful dialogical and polylogical foreign language communication, as well as for speaking foreign language in the form of a monologue.

Conclusion. The relevance of the problem of developing speech skills of future foreign language teachers determined the introduction of elements of psychodrama into the traditional educational process for the formation of various types of monologue speech, such as report, description, reasoning, narration, as well as to encourage students to dialogical interaction, which is in its nature like consideration, argument, discussions with the ability to defend and argue your point of view.

The gradual introduction of elements of psychodrama into the educational process is justified in order to develop speech skills in future foreign language teachers more effectively;

The advantages of integrating elements of psychodrama into the traditional process of training of future foreign language teachers have been identified.

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