Pedagogical Implications of Psychological Theories in Language Teaching

Abstract

Language learning is a multifaceted process that relies on complex cognitive, social, and developmental mechanisms. This article explores the application of fundamental psychological theories to language learning. Combining perspectives from B.F. From Skinner's behavioural drills to Noam Chomsky's innate theory, and from Lev Vygotsky's sociocultural framework to Stephen Krashen's input hypothesis, this paper examines how these different psychological models shape modern classroom practice. It outlines the shift from rote memorisation to cognitive engagement and emphasises the importance of social interaction, scaffolding, and affective filters in language mastery. Furthermore, the article evaluates the integration of these theories in the digital age and advocates for a differentiated teaching approach that balances innate linguistic ability with a structured, experiential, and supportive learning environment. The study concludes that an effective language teacher must understand these psychological environments to reduce learners' anxiety and promote authentic communication.

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