Some of the areas in which second language acquisition (SLA) theories and research have contributed to language teaching are highlighted. It is noted that while results of SLA research may have contributed to understanding of language learning, insights from such research may have little direct effect on classroom instruction. One explanation is that the SLA research agenda is not necessarily that of a second-language-teaching (SLT) research. This paper culls from the SLA research literature six areas in which SLA and SLT research findings have had or could have impact on teachers' awareness: comprehensible input, focus on form, correction of speaking errors, pronunciation, speech act sets, learning strategies, and factors influencing language learners. It is concluded that a knowledge of SLA research findings helps to inform teachers' decisions, even if these findings are not directly applicable to the classroom, while some of the concepts and tools developed in the process of research on SLA may be directly useful to teachers in conducting needs assessment. Contains 55 references. (Author/LB)