ABSTRACT
This chapter is a survey of issues and directions of instructed second language acquisition (ISLA) research. While the effort to transfer SLA findings to the classroom may not be new, the momentum is here when researchers share an increasing awareness of the impact that their research could have on second language teaching. This chapter is a retrospective review and prospective view to add to that movement. In an effort to include a number of topics in the multi-facetted academic yet practical endeavor of ISLA, this chapter is organized by (a) theories in ISLA, (b) types of instruction, (c) learning processes, (d) learning outcomes, and (e) learner and teacher psychology. Throughout the chapter, ISLA research agendas are proposed to push the field forward. In addition, based on updated research findings, we propose evidence-based pedagogy that teachers can explore and try out with in their classrooms. The chapter concludes with a discussion of obstacles from both researchers’ and teachers’ perspectives that must be resolved to facilitate the research-pedagogy dialogue.
