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1.
What are the psycholinguistic and cognitive processes involved in language 
learning? 
2.
What are the conditions for these processes to be activated? 
As far as the first question is concerned, approaches and teaching methods are 
influenced by three rival psychological theories: behaviourism, mentalism and 
cognitivism. Behaviourism had a considerable effect on Audiolingualism. 
To the behaviorists, the human being is an organism capable of a wide variety of 
behaviors. The occurrence of these behaviors is based on three steps in learning: a 
stimulus, which cause4s behavior; a response triggered by stimulus; and reinforced, 
which serves to make the response as being appropriate and encourages the repetition 
of the response in the future. So, according to this theory (behaviorism) to learn a 
foreign language is to acquire a set of the language skills and habits. Learning is 
considered a mechanic activity. The proponents of this method consider speech 
primary. The lesson usually begins with a dialogue, which contains certain 
grammatical structures and vocabulary. The students are supposed to mimic the 
dialogue and then to memorize it. The dialogue is followed by drill based on the 
structures used in it. The aim of the drill is to make the pattern automatic that is to 
form certain habits. 
Unlike behaviorists, mentalists consider learning as a conscious process. They 
assume that all human beings have an innate ability to learn languages. The 
proponents of approaches based on mentalism deny the idea that language is “learned 
behavior” and they emphasize that language is the product of our mental/rational 
characteristics. They claim that “competence precedes performance”. The lesson 
should begin with an explanation of the rule and should be followed by exercises 
which help the learners to practice the rule consciously. Exercises are followed by 
activities aimed at achieving “communicative competence”. These activities include 
dialogues, games etc. 
The assumption of cognitive code (cognitivism) is that conscious learning can 
be accomplished by everyone, that all rules are learnable, and that conscious 
knowledge should be available at all times through task based teaching, problem-
solving, guided learning, learner-centered humanistic approaches. 
Constructivism is an approach to teaching and learning that emphasises the role 
of social interaction in the process of learning. Constructivists state that “knowledge 
is constructed through social interaction and due to contribution from learners”. Like 
cognitivism, constructivism advocates the use of task based teaching, problem-
solving, guided learning in small groups. 
Psychological theories have greatly influenced language teaching. Methods and 
approaches differ greatly depending on the theory they are based on. Approaches and 
teaching methods are based either on behaviorism or on mentalism. Some of 
approaches 
contain 
features 
of 
both 
behaviorism 
and 
mentalism 
(Counseling/Community learning, Total Physical Response).
3. Approaches, methods, techniques 
When linguists and language specialists seek to improve the quality of language 
teaching, they often refer to general principles and theories concerning

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1.
how languages are learned 
2.
how knowledge of language is represented and organized in memory 
3.
how language itself is structured, they try to find a rational answer to such 
questions as how to select and organize for teaching vocabulary and grammar. 
In describing existing methods we should bear in mind the difference between a 
philosophy of language teaching at the level of principles and theories as a set of 
procedures for teaching a language. 
To clarify this difference the American applied linguist Edward Anthony 
proposed a scheme in 1963. He identified 3 levels of the conceptualization and 
organization and termed them approach, method, and technique. 
This arrangement is hierarchal. The organizational key is that techniques carry 
out a method which is consistent with an approach. 
An approach 
is a set of correlative assumption dealing with the nature of 
language teaching and learning. An approach is axiomatic. It 
describes the nature of the subject matter to be taught. 
A method 
is an overall plan for the orderly presentation of language 
material, no part of which contradicts, and all of which is based 
upon the selected approach. An approach is axiomatic, a 
method is procedural. Within one approach, there can be many 
methods. 
A technique 
is implemenational – that which actually takes place in a 
classroom. It is a particular trick or contrivance used to 
accomplish an immediate objective. Techniques must be 
consistent with a method and therefore in harmony with an 
approach as well.
According to Anthony’s model, approach is a level at which assumptions and 
beliefs about a language and language learning are specified. Method is a level at 
which theory is put into practice and at which choices are made about the particular 
skills to be taught, the content will be presented. Technique is a level at which 
classroom procedures are described. 
Another important notion in FLT is procedure. 
A procedure is classroom technique, practice, and behaviours observed when the 
method is used. Procedure describes: 
- resources in terms of time, space and equipment used by the teacher; 
- interactional patterns observed in lessons; 
- tactics and strategies used by the teachers and learners when the method is 
being used. 
Procedure is the level at which we describe how a method realizes its approach 
and design in classroom behaviour. At the level of procedure the tasks and activities 
advocated by the method are integrated into lessons and used as the basis for teaching 
and learning. 

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Lecture 3 
Paradigm of Foreign Language Education 
Methodological system of foreign language education: 
1.
Aims of foreign language teaching. 
2.
Content of teaching. 
3.
Principles used in teaching. 
4.
Research methods in language education. 
5.
Teaching aids. 
6.
Teaching materials. 
1.
Aims of foreign language teaching 
Aims are the first most important consideration in any teaching. The teacher 
should know exactly what students are expected to achieve in learning the subject, 
what students should achieve by the end of the course, term, month ,week, and each 

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