The useful question is not “what method is best?”
Psycholinguistics is useful to teachers when it helps explain what the learner has to notice, retrieve, process and produce. It is less useful when it becomes a label for one rigid teaching method.
In practice, the teacher controls conditions for learning: how much information appears at once, when a form returns, whether the student only recognizes it or has to retrieve it, and whether the final task creates a real reason to use it.
Retrieval is different from re-reading
Seeing the answer again can create familiarity without reliable access. A learner needs chances to produce the word, form or distinction without simply copying it from the screen. That can be as small as closing the example and asking for two new sentences.
For teachers, this means the final minutes of a lesson should not be only a summary delivered by the teacher. Make the student retrieve the target: explain it, use it, contrast it or repair an earlier error.
Spacing means the lesson should come back later
A successful class does not guarantee durable learning. Important language needs to reappear after time has passed. The return does not need to be a full repeat of the original lesson. A two-minute prompt next class, a recycled role-play or a later activity that requires the same structure can reactivate it.
This is one reason reusable lesson systems work well when they are organized by level and target: the teacher can deliberately revisit previous language instead of hoping it returns by accident.
Manage cognitive load before blaming the student
A learner can know the grammar and still fail in a task because the screen contains too many instructions, new words, exceptions and decisions at once. Reduce unnecessary processing before increasing explanation.
Split complex tasks into stages, keep reference language visible when the goal is meaning, and remove support only when retrieval is the goal. Difficulty should come from the language decision you want to train, not from confusing interface design.
Output reveals what input alone can hide
Students can understand a form long before they can access it quickly in speech. Production exposes gaps in vocabulary, morphology, word order and pronunciation that remain invisible during passive comprehension.
That is why a lesson should end with some form of output. The task does not need to be theatrical. A comparison, explanation, mini-story, ranking or decision can create enough pressure for the learner to assemble language rather than recognize it.
Meaningful repetition beats novelty for its own sake
Teachers often feel pressure to make every class completely different. Learners benefit from recurring task structures because fewer instructions are new and more attention can go to language. Repetition becomes boring mainly when the communicative content never changes.
Keep the frame and vary the decision. Keep the role-play structure and change the situation. Keep the target form and revisit it with a different topic. This is repetition with a purpose, not duplication.