The connection between SLA research and second and foreign language (S/FL) teaching is discussed in this paper, from the viewpoint that such a relationship is desirable and that it is advantageous to see it as one mediated by a variety of factors. At the same time, it is asserted that the relationship is presently often weaker than it should be. The conditions under which S/FL language teaching take place are identified as strongly contributing to this state of affairs, though other aspects of SLA research that might have limited its relevance to teaching are also considered. A call is made for empirical studies into the use by teachers of research.