Focus on Form in Content-based Language Classrooms

This paper sets out to examine the diverse and contentious aspects of focus on form with regards to its implementation, applicability, feasibility and desirability within a meaning based paradigm of language instruction, namely, content-based language instruction. It provides a literature overview on pedagogical issues with regards to focus on form, as well as discussing the implications of research on the consistency, distribution and efficacy of teachers’ feedback, which acts as a catalyst in facilitating focus on form in the content-based language instruction context. It is hoped that this synthesis, as well as the juxtaposition of varying research findings and scholastic views, will shed light on the critical issues of focus on form, which are often complex yet significant if it is to be successfully implemented in communicative second language classrooms.