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Despite the increasing research in second language acquisition, a gap seems to exist between researchers' technical knowledge and teachers' practical knowledge. This is evident from a review of research studies in form-focused instruction summarized in this article. Additional review of articles in the teaching of writing also leads to a similar conclusion. The theoretical development of the writing process does not seem to provide many insights for teachers to apply the process approach to the teaching of writing. The results of the two reviews then indicate that an attempt is required to relate second language research to teaching. Theoretical-pedagogical research, action research, and participatory research are referred to as models of research that can bridge the gap. A review of sample studies recently conducted demonstrates how the integration between technical and practical knowledge can be achieved through the three types of research.

CONVERGING LINES: TOWARDS THE INTEGRATION OF SECOND LANGUAGE RESEARCH AND TEACHING