The didactic principles determining the structure, general direction, methods, and results of the process of foreign language instruction in the Soviet Union are outlined and discussed. Didactics are defined as the branch of pedagogy concerning the process of teaching in relation to its content and giving a scientific basis to teaching practice. The linguistic, psychological, and didactic (pedagogical) bases of foreign language instruction are examined in relation to both the professional literature and current Soviet practice. It is concluded that a major characteristic of Soviet practice is the avoidance of the use of the native language. In vocabulary development, visual presentation is preferred at the lower levels, and verbal presentation is preferred at higher levels. Three main stages in foreign language instruction are distinguished, each with its own specific teaching methods. The stage considered most important is the first, with very favorable learning conditions provided and with two basic approaches: simultaneous introduction of the four language skills, or oral language taught first. The syllabus for each level is prescribed by the state. The primary concern among teaching professionals is to find the optimum learning conditions for mastery of the language being taught. (MSE)