Psycholinguistics in language teaching: Current vision
As a result of the vertiginous advance of sciences and the development of information technology, over the last three decades a multidisciplinary trend has been generated, which has allowed the integration of research designs that were previously far from fundamentality and methodology. This approach has allowed various disciplines to create possible methodological bridges between each other, thus facilitating the understanding of different phenomena. In relation to applied linguistics, language teaching has not been exempt from these changes, which has led to a progressive succession of paradigms, that have established a series of precepts that obey more to the result of the investigation, than to an arbitrary and inflexible tradition, being the innovations coming from the generative linguistic and the cognitive psycholinguistic the most outstanding ones. The psycholinguistic model of language teaching is based on a set of multidisciplinary studies, which respond to the fundamentally objective methodological requirement -from the controlled manipulation of covert behaviors and intervening variables- and to an evidence-based practice. In this article, a general review of the evolution of the language teaching landscape, the methodological problems found within it and the proposal of a psycholinguistic model as an emerging alternative to the need to create increasingly efficient programs and projects will be developed, adapted to different age groups, supported in turn by the use of information and communication technology (ICT).