ABSTRACT
This book, a book about second language acquisition, has not dealt with the area of pedagogy, nor is it my intent to do so, for a whole new book would be spawned. Nevertheless, because L2 pedagogy must be grounded, at least to some extent, in learning and how learning takes place, it is appropriate to attempt to make a link between the two. In this regard, the question to be raised is how the information gleaned from a study of input, interaction, and output contributes to decisions about the classroom.
