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Traditional language teaching typically results in limited foreign language proficiency. Communicative approaches tend to produce greater fluency, but less accuracy. A potential solution to this dilemma is focus on form. Focus on form respects students’ “internal linguistic syllabus,” drawing their attention to problematic linguistic features during communicative activities, and thus providing an alternative to methodologies which treat accuracy and fluency separately. This volume examines theoretical foundations, empirical research, and a range of possible pedagogical implementations of focus on form in classroom language teaching.
