Bambang Yudi Cahyono
2004 k@ta  
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
more » ... ess 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. Keywords: theoretical knowledge, practical knowledge, form-focused instruction, teaching of writing, process writing, theoretical-pedagogical research, action research, participatory research, second language research, second language teaching. This article examines the relationship between second language research and teaching. The view of Rod Ellis in his TESOL Quarterly article (Vol. 32, No. 1, Spring 1998) is used as the main reference. Ellis emphasized the importance of integrating the work of researchers with the endeavors of teachers in the classroom. He eventually managed to propose three frameworks for how the development of researchers' technical knowledge can be tightly connected with that of teachers' practical knowledge. Although Ellis based his proposal on the results of the research studies of form-focused instruction, by no means is form-focused instruction the only area in which the relationship between research and teaching can be made. Therefore, this article deals with research studies on second language writing to provide more evidence in the essence of, as Ellis has suggested, integrating research and teaching. This article initially discusses Ellis' concern about the discrepancy of knowledge that is evident in the work of researchers and teachers. It then briefly presents options in form-focused instruction that Ellis has chosen to highlight for the beginning of integration of research and teaching. Next, Ellis' proposals are delineated and commented on, leading to the necessity for providing another area of support for the proposals. In this case, second language writing is used as that support. Confirming Ellis' proposals, this article ends by emphasizing again the crucial argument over the importance of integrating research and teaching in second language acquisition.
doi:10.9744/kata.1.1.32-43 fatcat:ivfqw6hhjnbaja4osd2k7wcwly