ABSTRACT
I will look at three issues for research involving the interface between theory and pedagogy in second language acquisition. The issues are ( 1 ) the benefits of having teachers instruct their students on how to learn language by providing them with suggestions about strategies for enhancing learning; (2) the effects of having teachers take finely tuned pedagogical insights gleaned from research on gaps in the acquisition of speech act behavior and applying these insights to their classroom teaching; (3) the extent to which language immersion programs create an internal language environment in which the learners' cognitive processing is conducted in the foreign language. The first two issues deal with the facilitation of the language learning process, the first focusing on enhancing that process and the second on filling identified gaps in learning. The third issue covers the consequences of selecting a pedagogical approach that is intended to bring about rapid acceleration of the learning process.
