The role of Focus on form in modern language teaching: strategies and controversies

Abstract

The article focuses on the features of the popular method «focus on form» (form-focus) in modern foreign language teaching. The main points of the task-based language teaching (TBLT) approach are briefly reviewed and the notion of a task is considered. The key characteristics of the TBLT approach are highlighted based on the research of R. Ellis, D. and J. Willis, M. Long, and D. Lynch. These include a clear communicative focus of tasks, the use of language based on authentic texts, attention to meaning, and a carefully thought-out form. An important interpretation of task is given, according to which a task has three main stages: pre-task, main task and post-task. Іn order to accomplish the objectives of task-based learning, pre- and post-task activities are essential. The pre-task stage serves to prepare learners for the main task and the post-task stage provide them with opportunities to analyze the process and linguistic forms used during task completion. Focus on form is presented as a necessary component of the task-based language teaching approach and at the same time as an independent phenomenon demonstrated to be effective in practice. A number of types of focus on form have been considered: grammar instruction, modelling, corrective feedback, providing a model and consciousness raising. These types of focus are correlated with task stages. It is shown that focus on form has a number of controversial aspects that require further study, specifically the use of form-focus on pre-task, main task or post-task stage, the corrective feedback and the relevance of its use on a particular task-stage. It is concluded that teachers have the opportunity to apply focus on form strategies that have proven to be effective. They also should take into account some important factors such as teaching goals, social context of teaching, teacher’s own experience, knowledge and intuition.