ABSTRACT
This chapter clarifies its role as complementary to communicatively oriented or content-based approaches to second and foreign language teaching because form-focused instruction (FFI) is sometimes confused with decontextualized grammar teaching. Emphasizing such an integrated approach to FFI, it outlines its effects on a range of linguistic features by reviewing the relevant literature on instructed second language acquisition (SLA). The chapter reviews of prominent concepts in the literature and provides some of the arguments that have been put forth in support of the importance of FFI. It aims to survey of proactive and reactive FFI techniques, with reference to relevant studies for illustration. These techniques are organized under headings that reflect the stage of acquisition that they target: input enhancement, metalinguistic explanation, practice, and feedback. The chapter considers the integration of FFI within communication-oriented lessons, either content-based or task-based. It also considers FFI as a topic within the domain of language awareness.
