Focus on Form (FonF), a term first coined by Long (1988, 1991; Long & Crookes, 1992) to describe a brief, often instructional focus on linguistic features embedded in meaningful communication, has come to mean different things to those who have adopted the term. The widespread embrace of the term in all of its interpretations is perhaps an effect of the inevitable swing of the pendulum: In the early days of communicative language teaching, during which some meaning-focused approaches eschewedanyattention to formatall,manyresearchersand teachers,whohadperhaps always been skeptical, now sawFonF as permission to reintroduce grammar into their classrooms, where it had long been taboo or taught surreptitiously. It is also likely that many teachers, especially those outside of the United States, never abandoned the teaching of grammar in spite of this trend (Skehan, 1998; Thornbury, 1998).