@article{2018,title={DICHOTOMY OF LANGUAGE SPEECH AND WRITE IN FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF COGNITIVE PSYCHOLOGY},abstractNode={They provide a two-dimensional system of natural language, verbal and written, in which individuals communicate. The structure of the written language constitutes a systematic and conscious teaching when the structure of the oral language is acquired without being aware of it. While traditional approaches associate grammar in teaching with writing language, contemporary approaches distinguish between writing language grammar and verbal language grammar. Learners of foreign language teaching in educational institutions encounter with the grammatical grammaticality of the past and they are able to solve the foreign language texts they learn with this method but they are inadequate in verbal communication skills. When they are faced with real communication situations outside the school, they are saying "they do not speak French like we actually learned in our class." Undoubtedly, it is possible to generalize this discourse in French to the teaching of all other foreign languages. The aim of this study is to examine the differences between the two structures in terms of syntactic, semantic and phonetical dimension, to create a consciousness in the level of oral language in foreign language learners and to propose solutions in the development of verbal communication skills in this context . We aim not to ignore the grammar of writing language in teaching or to draw attention to oral language grammar besides writing language. Given the difficulties of oral language teaching, it is of course inevitable that standardized language-specific standards exist in teaching. Now that the development of verbal language skills on the foreign language is the most important criterion, it is necessary to give a more flexible syntactic consciousness to learners in teaching, "tu n'as pas de chance / t'as pas d'chance", "la semaine / la s'maine" It is inevitable to draw attention to the differences in language usage in the examples of "maintenant / menant", "je ne sais pas ce qui se passe / je n'sais pas c'qui s'passe" and "c'est correct / exactement"},author={Ebubekir BOZAVLI},year={2018},journal={Kesit Akademi}}