This essay tries to convey L2 learning research can be useful for language teaching. Its main aim is to inform something with language teaching about some interesting aspects of L2 learning research and to relate them to language teaching. It is intentioned for language teachers and trainee teachers.
L2 learning research provides valuable insights into teaching that will help teachers whatever their methodological slant. Partly this is at the general level of understanding: knowing that language learning consists of the teacher’s awareness of everything that happens in the classroom, and heightens the teacher’s empathy with the students. Partly it is at the specific level of the choice of teaching methods, the construction of teaching materials or the design and execution of teaching techniques.
The link between L2 learning and language teaching is suggestions of what can be done rather than accounts of what has been done. Some ideas presented here are based on a solid agreed foundation; others are controversial or speculative. The contact with language teaching classroom is maintained in this essay chiefly through the discussion of published EFL course books .These provide a window into classroom even if good teachers use them only as a jumping off point.

Abstract………………………………………………………………….……3
Introduction………………………… ..………………….…………………..4
Chapter I L2 Learning Inside The Classroom …………………………5
(1)Learning inside and outside classroom
(2)The Language of classroom in general
(3) Language in the language teaching classroom
(4)Authentic and non-authentic language
Chapter Ⅱ Language In The Communicative Classroom…..………..11
(1)Colt Part A classroom events
(2)Colt Part B communicative features
Chapter Ⅲ Language Input And Language Learning……………….14
(1)Teaching and language input
(2) Implications for teaching
Chapter IV Conclusion………..………………………………… .…..18.
Bibliography……….……………………………………………… …..…19

[1] Vivican Cook. Second Language Learning And Language Teaching. Beijing: Foreign Language Teaching Research Press. 2000, 119.
[2] response: the student’s response to the teacher’s opening move.
[3] feedback: teacher evaluation of the student response.
[4] Vivican Cook. Second Language Learning And Language Teaching. Beijing: Foreign Language Teaching Research Press. 2000, 124.
[5] Communicative Orientation of Language Teaching: The COLT describes the activities that occur in communicative classrooms.
[6] Vivican Cook. Second Language Learning And Language Teaching. Beijing: Foreign Language Teaching Research Press. 2000, 131.
[7] Chaudron. Second Canguageclassioom. Cambridge: University Press, 1988.
[8] Krashen and Teiiell. The National Approach. Oxford: Pergamon, 1983.
[9] LOZANOV, G. Sugestolosy And Outlines Of Susgestopedia. New york: Gordon and Brdach, 1978.
[10] MCLALGHLIN, B. Theories Of Seond-Language Learning. London: Edward Ainold, 1978.
[11] Pittenger. The First Five Mminutes. Ithaca: Paul Warteneau, 1960.
[12] Sinclarr and Coulthard. Towards An Analysis Of Discourse Oxford: Oxford University Press, 1975.
[13]WODE, H. Learning A Second Language. Tuhingen: Guuter Narr, 1981.