It is necessary to recognize the mutual interaction betweeen theory and application when one is considering the significance of linguistics for language teaching. The model proposed is based on one developed by Roulet; it assumes that various fields contribute to language teaching. Categories from this model are used to examine possible contributions of linguistics to language teaching and to look for evidence of them in the teaching process. The categories are the following: (1) sociolinguistic theory, which tends to be problem-oriented in its application; (2) sociolinguistic situations, which lead to definition of objectives in terms of functions or needs; (3) sociolinguistic description, which leads teachers to more awareness of different cultural norms; (4) linguistic theory and description of languages, which have changed the view of language learning from habit acquisition to creative act; (5) psycholinguistic theory, which emphasizes the importance of empirical evidence; and (6) descriptions of learning strategies and models of performance. Under the latter category, the contributions of the audiolingual method are reviewed, and the eclecticism evident in current language teaching is noted. Finally, several new methods are noted: Community Counseling Learning, Rapid Acquisition, the Silent Way, Suggestopedia, and Total Physical Response. (AMH)