Keywords: generative AI, large language models (LLMs), foreign language speaking anxiety (FLSA), affective filter, foreign language acquisition, language pedagogy, spontaneous speaking skills.

Abstract
This paper examines the phenomenon of Foreign Language Speaking Anxiety (FLSA) and the possibilities for its mitigation through the integration of Large Language Models (LLMs) into the educational process. It explores the psycholinguistic mechanisms of overcoming the affective filter and analyzes methodological models of interaction between the learner and artificial intelligence acting as a "safe" interlocutor. Practical scenarios for using AI to reduce psychological stress during the development of spontaneous speaking skills are presented.