Solving methodological problems of language instruction lies in analyzing the dynamics of verbal behavior and the process of language acquisition. The glossodynamic model of language learning is based on the recognition that language behavior is basically a stratificational and hierarchical system of dynamic structures. An integrated view of language behavior operates on three levels: personality structure and dynamics in a contextual perspective, cognitive processes, and operant conditionings. The "deep structure" of language behavior lies in a hierarchical structure of three operational levels in human behavior and learning. The first is the tactic level, with its ordering of language acts through decoding and encoding, neural cortical/peripheral coordination, and verbal feedback. The strategic level includes rule-making, selective, programing and conscious self-regulatory processes. The ego-dynamic level includes existential experience, perception, attitudes and self-awareness. Constituent elements of language behavior as communication include: source of the message, transmitter (the voice or the hand and arm), situation, message, channel, receiver and destination. The glossomathetic model of language learning-teaching involves assimilating language learning units by a process of cognition, practice and control. A modular concept of teaching, where the order of these phases is interchangeable and the instructional roles are reversible, is recommended. (CHK)