In this essay, the relationship of American linguistic theory to teaching English as a second language (ESL) is traced over the past few decades. The limitations of the structuralist paradigm in a language learning situation are discussed. The use of pattern drills based on the structuralist surface feature attention to word placement. The pre-Chomskyan notion of language learning as habit formation is criticized. Discreet point testing is seen as a somewhat distorted measure of language competency. The effect of Chomsky's Tranformational-Generative grammar on ESL is examined. The contrastive analysis hypothesis and the markedness differential hypothesis are outlined. Major revisions within the transformational camp in the late 1960s and early 1970s are defined in terms of their effects on language learning. Several specific problems of Asians in ESL situations are identified. The importance of asking the right questions about language teaching methodologies and linguistic theories is stressed. (Author/WI)