The purpose of this article is a scientific interpretation of the regularities of
development of Russian linguodidactics, which makes us possible to understand
its current state and predict its future. The research method is an analysis of the
history of education in general and history of language teaching in particular. The
research material is textbooks of native and non-native languages, teaching aids
for teachers, scientific works. The main result of the study is the confirmation of
the cyclical development of Russian linguodidactics and its Western-centricity. Four characteristic stages of each cycle of its development are described and illustrated: 1) the stage of borrowing a foreign theory and its implementation in
Russia, characterized by an uncritical attitude towards it; 2) the stage of critical revision of the foreign theory, the emergence of its Russian version; 3) the
stage of emergence and development of a new domestic theory, accompanied
by an uncritical attitude towards it, the rejection of a foreign theory; 4) the stage
of stagnation of the domestic theory and the search for a new foreign theory.