This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate descriptions of teaching interventions and teaching materials. The results show that there are clear attempts to establish connections between research and practice. However, neither instructional effect studies nor pedagogical proposals always engage with the SLA literature on the acquisition of tense-aspect; nor do they engage fully with language teaching.

本文从上一期第二语言习得与教学（L2）时态方面研究的视角，考察了第二语言习得（SLA）、指导性第二语言习得（ISLA）和语言教学之间的关系。 20 年（2000-2021 年）。评论 1 审查了 56 项关于二语时态习得的教学效果研究，评论 2 审查了 38 项关于二语时态教学的教学建议。审查调查了以时态作为调查和教学目标的教学效果研究和教学建议的程度（a）提供教学目标的语言描述，（b）参与先前的研究，（c）实施先前的结果研究设计评估或教学，(d) 包括对教学干预和教学材料的详细描述。结果表明，在研究和实践之间建立联系的尝试很明确。然而，无论是教学效果研究还是教学建议，都没有总是与 SLA 文献中有关时态方面的习得；他们也没有充分参与语言教学。