According to Lightbown, already in 1985 it was possible to identify the beginning of a divide in SLA research – those who focused on theoretical issues and those whose interest rested on answering pedagogical questions. Yet, in spite of different specific goals, SLA researchers share some common goals (Lightbown 2000, p. 437-438). The unifying goals in those researchers’ agenda aim to identify and better understand the issues below, EXCEPT