Meaning-focused versus form-focused instruction

Abstract

Meaning‐focused instruction and form‐focused instruction represent two different views about whether there should be any overt attention to grammar in the second language (L2) classroom. Meaning‐focused instruction sees no role or a minimal role for such attention in the L2 classroom, whereas the form‐focused approach is based on the belief that attention to grammar is beneficial for L2 learning. The chapter discusses what each approach to instruction entails, the theoretical and empirical evidence used to support each approach, and how these approaches are operationalized in the L2 classroom.