In the research field of Second Language Acquisition (SLA), how language input should be presented to language learners in the classroom has been an issue generating considerable discussion and experimentation. The recent debate is whether focus on form (FonF) instruction has more advantages over focus on meaning (FonM) instruction in foreign language teaching or vice versa. The purpose of the paper is to review the relevant previous literature and empirical researches for a detailed comparison and analysis of the two approaches and finally present a conclusion for further discussion.