Abstract

Asian Social Science, Vo. 5, No. 12, December, 2009. All in one PDF file.

Highlights

  • The beginning of the research of the relationship between linguistic theory and language teaching can be traced back to the late of 19th century

  • To compare the degree of self-regulated learning (SRL) skills of Filipino and Korean college students, a Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich (1991) was administered

  • It showed that Filipino college students scored statistically significantly higher means on all categories of SRL skills than Korean

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Summary

Introduction

The beginning of the research of the relationship between linguistic theory and language teaching can be traced back to the late of 19th century. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. The other point of view was to recognize the general contribution of linguistics but with the proviso that language teaching is not bound to abide consistently by one theory. Different linguistic theories can offer different perspectives on language, and they can be treated as equivalent resources. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech...traditional school grammar, TG grammar, ...all these and more can be shown to have their own particular relevance to the language teaching situation.’. All the language teaching, teaching theories or language pedagogy refer to L2 teaching

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