This Cambridge Element examines the role and nature of focus on
form in second language acquisition. An overall assessment of the
role of instruction and the nature of language is provided.
Instruction might have a facilitative role in the rate of
acquisition. The Element briefly reviews empirical research
examining the relative effects of different types of focus on form
and presents some of the key implications for second language
learning and teaching. An effective focus on form type is one that
is input and meaning oriented. Manipulating input to facilitate
language processing and form-meaning connections might enhance
second language acquisition.
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