The Concept of Linguomethodology and Linguistic Theories: Essence, Subject, and Objectives

Abstract

The evolution of linguistic science has long been intertwined with philosophical inquiry, gradually giving rise to structured theories and methodologies for effective language instruction. Linguomethodology has emerged as an interdisciplinary field that bridges linguistic theory and pedagogical practice, aiming to enhance philological education and support the development of linguistic personality in future educators. While the foundational linguistic theories have been well-documented, there is limited integration and systematic analysis of how these theories inform modern language teaching strategies within the context of linguomethodology. This article aims to explore the conceptual framework of linguomethodology, tracing its historical roots, theoretical underpinnings, and pedagogical implications, while emphasizing its relevance to language education. Through a theoretical and comparative-historical analysis, the study highlights how linguomethodology draws from structuralism, functionalism, cognitive approaches, and speech activity theories. It emphasizes the discipline’s ability to guide the selection of didactic materials, create methodological models, and integrate philosophical insights into educational practice. The article offers a comprehensive synthesis of classical linguistic theories—from Panini to Humboldt and de Saussure—and demonstrates how these inform the structure, objectives, and techniques of linguomethodology, positioning it as both a theoretical and applied field. The findings underscore the significance of linguomethodology in developing methodologically competent teachers and promoting meaningful, cognitively rich language learning environments grounded in scientific linguistic principles.