Developing oral speech in second language learners is a dynamic process shaped by cognitive, linguistic, and psychological factors. Psycholinguistics provides crucial insights into how language is perceived, processed, and produced, while methodological innovations in language teaching offer practical strategies for enhancing learners’ speaking proficiency. This study explores the intersection of psycholinguistic principles and effective pedagogical approaches for oral speech development. Based on classroom observations, surveys, and instructional interventions involving sixty intermediate English learners, the research compares traditional communicative instruction with psycholinguistically informed methods such as shadowing, repetition, cognitive load management, and immediate corrective feedback. Findings demonstrate that cognitively optimized tasks significantly enhance fluency, accuracy, lexical retrieval, and learner confidence, suggesting that integrating psycholinguistic theory with contemporary methodology produces more effective learning outcomes. This article proposes a comprehensive framework for developing oral speech grounded in both scientific understanding and instructional best practices.