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Abstract: It is established that in relation to the teaching of foreign languages, the gap between traditional forms of education and the needs of students increases. This is due to the desire to learn the language quickly and be content with only a level that provides only the ability to communicate freely. Therefore, the search, testing and implementation of innovative teaching methods in the learning process are of practical importance. The problem of the study is to determine such methods of language teaching that correspond to the laws of thought-form dynamics or, more precisely, correspond to psychosemantic patterns of image formation taking into account the studied language. The theoretical and methodological basis of this approach is quantum psychology – one of the rare applied areas of psychology about the ability of consciousness to change reality with the help of thought forms. The aim of the study is to substantiate the possibilities for the use of art-therapeutic methods in the pedagogical practice of teaching a foreign language. With regard to the teaching of foreign languages, information about the possibility of using arttherapeutic methods of training has not been established, which allows us to consider this circumstance as a novelty of the study. The digital environment has had a significant impact on the processes of adaptation of users to the conditions of gaming spaces, and therefore the skills of such communication contribute to the formation of the necessary competencies for mastering foreign languages. All this is often combined into so-called “art technologies”, an important principle of which is creativity in every act of perception. The results of the study showed that when using art-therapeutic methods, students feel more confident in foreign language communication. Such art-therapeutic methods of training as “stimulation”, “comic-tales”, thematic quests contribute to the fact that the personality of the student develops in the conditions of actualization of co-creation, linguistic multidimensionality, the deep need of the student in spiritual, aesthetic improvement. Art-therapeutic methods of teaching foreign languages have a deep personality-oriented orientation and contribute to the transformation of the educational process into an active creative work of students. Technological diversity in approaches to learning a foreign language contributes to the self-improvement of the student's personality, when uncertainty is replaced by a sense of joy from speech communications.