Quite often teachers look to theory to inform their practice in the classroom.  However, in language learning, the basic theories about the nature and nurture of language are still widely debated and thus it is often quite difficult to pinpoint exactly how teachers can make the best use of the results of research.  In her 1994 article, Teresa Pica attempted to address some of the issues that teachers are concerned about.  Following is a list of the questions that she found teachers hope that research can address.  Each question is linked to a summary of the corresponding section of her article, as well as some additional information on each issue.

 
Pica, T.  (1994).  Questions from the language classroom:  Research perspectives.  TESOL Quarterly, 28.  pp.49-79.

1. In what ways does knowing one language help or hinder the learning of a second?
2. Which is more helpful to learning: comprehension or production?
3. Should students drill and practice new forms and structures?
4. How effective is group work as an aid to L2 learning?
5. What can be done to encourage participation among students who seldom ask questions or initiate interaction?
6. How much attention should be given to explicit grammar instruction?
7. To what extent does error correction assist the L2 learner?
8. How necessary to learning another language is the learner's cultural integration?
9. Why do some students have less accurate pronunciation than others, and what can be done about this?
10. What can be done for L2 learners who seem to have reached a plateau in their learning?

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