Interdisciplinary and Integrative Foundations of Linguodidactics in Modern Language Education

Linguodidactics is increasingly becoming one of the most relevant areas of modern linguistics and education, as it is directly and closely connected with the process of language acquisition. In today’s rapidly developing world, knowledge of several languages opens new opportunities, while the demand for multilingual competence continues to grow. This article examines the theoretical foundations and historical development of linguodidactics and describes its interdisciplinary relationships with linguistics, psychology, sociolinguistics, anthropology, and computational linguistics.
To achieve this aim, the study sets several objectives: to analyse theoretical definitions of linguodidactics, identify its relationships with linguistics, psychology, sociolinguistics, anthropology, and computational linguistics, and determine the significance of these interdisciplinary connections for language teaching, particularly English for Specific Purposes (ESP).
More than sixty national and international sources, including dissertations by local scholars, research articles, monographs, and publications available on online academic platforms, were examined through descriptive and comparative analysis to identify the interrelationships between linguodidactics and related disciplines.
Findings indicate that linguistic disciplines and psychology exert a substantial methodological influence on linguodidactics, whereas computational linguistics contributes natural language processing tools that increasingly affect all these fields. Sociolinguistics contributes to understanding registers and code-switching practices essential for ESP instruction, while anthropology facilitates comprehension of the cultural and social contexts of language use across different situations and events. These interdisciplinary connections provide a broader theoretical and methodological basis for designing effective language teaching strategies and adapting instruction to learners’ linguistic, cognitive, social, and professional needs.
Overall, these interdisciplinary relationships demonstrate that effective language teaching, particularly second-language and professional language instruction, cannot rely on a single discipline. Instead, an integrative and interdisciplinary approach is required to ensure meaningful and professionally oriented language education.