The advent of CLT in the 1980s led to the CLT-SLA debate which continued unabated for the last forty years. This paper asks, Does the now dominant Communicative Language Teaching (CLT) promote Second Language Acquisition (SLA)? In addressing this question, the paper first reviews and explains the social academic history of CLT; different versions of CLT (strong, weak); how CLT operates; its relationship to SLA, such as perceptions of SLA that have contributed to the development of CLT pedagogy (communicative competence, input, output, interaction hypothesis); and techniques used in CLT. Next, it deliberates on the most controversial issues of the CLT-SLA debate, including language forms, corrective feedback, teachers' perceptions of and approaches to CLT, and classroom conditions, followed by a discussion of the ease/difficulty of implementing CLT. It concludes with a discussion of how teachers can best practice CLT in their classrooms.

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms ofpublication year, research topics, participants, methods, and researchers' concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixedmethod approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers' interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

For university-level students of English as a Foreign Language in Korea, those who reported reading more in their first language a1so read more in their second language, supporting the hypothesis that the reading habit transfers across languages. Consistent with previous research, those who read more in their second language displayed more second 1anguage competence. These results suggest that first language reading habits have an indirect effect on second language competence.

The twentieth-century history of second language (L2) education has been characterized by a search for more effective ways of L2 education. The search has led to various approaches, and perceptions of and attitudes toward the role and effectiveness of instruction in L2 education has been affected by these approaches. The role and effectiveness of instruction has important pedagogical implications. This study attempts to review, analyze, and synthesize previous studies on the role and effectiveness of L2 grammar instruction. The study starts by presenting a brief overview of major issues in L2 instruction research. It then looks into studies that investigate the effects of various instructional types and finds that their findings and conclusions are conflicting, leaving an impression that the effectiveness of grammar instruction is inconclusive at best. The study ends with a discussion of “problems” that the reviewed studies reveal.