Applied linguistic axioms in language pedagogy

Abstract

This study examines the possible interrelations between language pedagogy and applied linguistics, drawing on the author’s personal experience as a language teacher and on the decisive role of learners’ psychological and motivational characteristics. Through detailed discussion, supported by figures and an overview of key topics in international language-pedagogical scholarship, the paper demonstrates that language learning can be interpreted as a process grounded in genetic predispositions, yet fundamentally shaped by social, pedagogical, and psycholinguistic factors. The author highlights the widening gap between theoretical and practical orientations and argues that the multidisciplinary nature of language pedagogy – from psychology to social contexts as well as the aspect of applied linguistics – is indispensable for effective language teaching.