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Abstract: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.
Key words:Focus on form Focus on meaning SLA
1 Literature review
1.1 Defining FonM instruction
FonM instruction advocates that L2 is learned best by exposing learners to the target language through communication rather than formal classroom teaching. According to Corder (1967), SLA takes place incidentally or implicitly to adolescents and adults from exposure to sufficient comprehensible input like it does to children who learn their first language naturally and successfully. Many proponents of meaning-based instruction even argue that it is superfluous to expose L2 learners to instruction that focuses on grammatical form. However, increasing evidence shows that learners continue to have difficulty with the basic structures of the language in programs which offer no form-focused instruction. Long
Key words:Focus on form Focus on meaning SLA
1 Literature review
1.1 Defining FonM instruction
FonM instruction advocates that L2 is learned best by exposing learners to the target language through communication rather than formal classroom teaching. According to Corder (1967), SLA takes place incidentally or implicitly to adolescents and adults from exposure to sufficient comprehensible input like it does to children who learn their first language naturally and successfully. Many proponents of meaning-based instruction even argue that it is superfluous to expose L2 learners to instruction that focuses on grammatical form. However, increasing evidence shows that learners continue to have difficulty with the basic structures of the language in programs which offer no form-focused instruction. Long