Abstract. The teaching of foreign languages has evolved significantly over the years, influenced by various linguistic, psychological, and pedagogical theories. This article explores the diverse methods used in foreign language instruction, analyzing their historical development, theoretical foundations, and practical applications in modern classrooms. The study examines both traditional and contemporary approaches, focusing on their effectiveness in developing learners’ language skills, cognitive abilities, and communicative competence. The research begins by providing an overview of classical methodologies such as the Grammar-Translation Method, which emphasizes grammatical rules and translation exercises, and the Direct Method, which prioritizes oral communication and immersion. These methods are contrasted with more interactive and student-centered approaches, including the Communicative Language Teaching (CLT) method, which encourages real-life communication, and the Task-Based Language Teaching (TBLT) approach, which promotes learning through meaningful activities and problem-solving tasks. Further, the article investigates the role of modern technological advancements in foreign language teaching. The integration of digital tools, language learning applications, virtual classrooms, and artificial intelligence in language instruction has transformed traditional teaching practices, offering learners a more engaging and personalized learning experience. Additionally, the study explores the significance of psychological and cognitive factors such as motivation, memory retention, and learning styles in shaping effective language instruction. Another key aspect addressed in this research is the role of cultural competence in foreign language learning. Understanding cultural nuances, idiomatic expressions, and socio-pragmatic norms is essential for achieving fluency and native-like proficiency. Therefore, the article discusses methods that incorporate cultural exposure, authentic materials, and immersive learning experiences to enhance language acquisition. Furthermore, the study examines the challenges associated with foreign language instruction, including linguistic interference, learner anxiety, and varying proficiency levels in heterogeneous classrooms. Strategies for overcoming these challenges, such as differentiated instruction, scaffolding techniques, and multimodal learning approaches, are analyzed in detail. The findings of this research highlight that no single method is universally effective; rather, successful language instruction requires a flexible and eclectic approach tailored to learners’ needs, goals, and learning contexts. The article concludes by providing recommendations for educators, emphasizing the importance of combining various teaching methodologies, incorporating technological innovations, and fostering a supportive learning environment to optimize foreign language acquisition. By offering a comprehensive analysis of foreign language teaching methods, this study contributes to the ongoing discourse on best practices in language education, aiming to assist educators, researchers, and policymakers in developing more effective language teaching strategies for diverse learners worldwide.