From Universal Grammar to Universal Didactics: Theoretical Foundations and Pedagogical Perspectives

Abstract

This article explores the concept of Universal Didactics (UD) in foreign language teaching by articulating linguistic theory and cognitive constraints. Drawing mainly on Chomsky’s Universal Grammar, it examines how language acquisition is governed by inherent cognitive limits, structured hierarchically and progressively. The study reviews second language acquisition research, emphasizing interlanguage development, input comprehensibility, interactional adjustments, and the role of attention (noticing) and cognitive load. UD is proposed as a framework identifying pedagogical invariants-such as structured progression, cognitive load management, form-meaning integration, feedback, and systemic coherence-without prescribing uniform methods. Methodologically, the article synthesizes theoretical, empirical, and cognitive approaches to formalize a model (UG/DU) linking linguistic constraints to teaching principles. The findings suggest that effective language pedagogy can provid a stable foundation for instructional design, especially in hybrid and technology-mediated environments.