As the results of exclusively meaning-centered language teaching
frameworks have been far from promising, it is now generally agreed
that some attention to second language items is necessary in order
for acquisition to occur. Therefore, Form-focused Instruction
(FFI)is considered to be a necessary component of language teaching
contexts where the focus is strictly on meaning. The question to be
addressed by SLA researchers is not so much whether attention to
form should be provided, but rather what types of form-focused
instruction are most useful. The present book provides a review of
the research on FFI and then reports a study investigating the
effects of explicit and implicit focus on form on the teaching of
English idioms. The effectiveness of each type of instruction is
discussed and pedagogical implications and suggestions for further
research are provided.
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