Abstract
This paper overviews an intersecting point between language testing and SLA research, focusing on some recent studies concerning task difficulty. A review of the studies from both fields reveals at least three issues that may possibly cause conflicting results in these studies. To foster further collaboration and discussion in the two fields, this paper examines the three debatable issues: congruence between theory and assessment, relationships between construct and measures, and weighting among theoretical, statistical, and practical significance.
