In the context of globalization, the research of innovative teaching methods and techniques becomes relevant. The traditional teaching approach where the training of practice material is preceded by rule-presentation (explanation + mechanical form-oriented practice) does not meet the requirements of constantly developing rational language processing. Contemporary studies are considering the ways how to allow second language learners to be rational in the sense that their mental models of language functioning are the most optimal. This paper outlines current ideas of second language acquisition from cognitive perspective. Language learning involves the acquisition of frame instructions or input-processing instructions (explanation + structured-input activities). Competence and performance both emerge from the dynamic system of frequently used memorized constructions. Frames are dynamic contextualized activation of stereotyped situations. This system proves to be rational, since it aims at optimal reflection of prior first language usage and helping learners to think consciously about some sort of rules in order to work out the meaning. The frame-based instruction consists of activities which present learners with a stimulus and require them to respond choosing the appropriate language form for communication. The targeted feature of such communicative tasks has two aims: (1) to stimulate communicative language use; and (2) to target the use of a particular predetermined linguistic feature. The empirical research shows that frame-focused tasks guide learners’ attention to the meaning which is realized by the target form. Methodological basis includes some theoretical propositions from recent relevance theory and cognitive linguistics.

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