Focus On Form Instruction In Task-Based Language Classroom

Abstract

From the perspective of Second Language Acquisition (SLA), TBLT is intriguing because it tries to solve the dilemma of keeping learners' attention on the meaning and doing things with language while simultaneously including the construction of their language
resources into the teaching cycle. Some proponents of TBTL have developed a number of teaching paradigms that have proven effective and satisfying via practice and study. TBLT also aims to bring actual language use into the classroom by giving students the
opportunity to practice their language abilities. This study investigates whether formfocused instruction may coexist in a TBLT classroom without compromising the classroom's communicative character.