How far theoretical research can inform language pedagogy has been a decades old debate in second language acquisition (SLA) (Hatch, 1978; Han, 2007). Ellis’s Language Teaching Research & Language Pedagogy is one of the best books to successfully tackle this issue in second language (L2) teaching. Aimed at “examining how language teaching research can inform language pedagogy”, Ellis focuses on applied rather than pure classroom-based research since the former provides “a
more direct link between research and pedagogy” (p. 4). The book starts from the premise that applied research does not simply solve pedagogical problems but provides possibilities or evidence as to how these problems might be solved in specific teaching contexts. Following a comprehensive and critical review of language teaching research over decades, particularly after 2000, Ellis leaves teachers to decide for themselves which aspects of research into language teaching are relevant
and applicable to their own teaching contexts. This decision is influenced by the debate between SLA researchers and classroom practitioners, and supported by the mixed findings of comparative methods studies, descriptive studies and empirical studies.