Introduction. The article addresses a problem typical for students majoring in linguistics – reaching a language plateau as being “stuck” in the actual developmental zone. They solve new communicative tasks presented during university classes using old means – already mastered linguistic and speech material. The author proposes considering L. S. Vygotsky’s theory on the zone of proximal development as a methodological foundation for designing pedagogical strategies aimed at moving students beyond their comfort zones. Theoretical analysis identifies five key educational conditions necessary for activating this zone: providing speech models for each communicative situation and demonstrating their application, scaffolding through step-by-step guidance, organizing collaborative student work, systematic feedback from instructors, and gradually increasing complexity of speech activities (from full reproduction to partial reproduction based on prompts, leading to prepared and unscripted productive speech). The empirical analysis results into practical implementation of these conditions through specially selected methodological techniques for foreign language lessons. Conclusion. The findings of this study are valuable for organizing the process of learning any foreign languages at intermediate levels or higher.