Abstract
This study seeks to explain the different influences of Form-Focus Instruction (FFI) on Explicit and Implicit knowledge based on many previous studies. Furthermore, this study aid three main research problems to be solved; (1) How does Form-Focus Instruction influence on Implicit knowledge?, (2) How does Form-Focus Instruction differently influence on Explicit knowledge?, and (3) In what ways can Form-Focus Instruction be implemented in acquisition of implicit and explicit knowledge? Those research problems are examined by reviewing several articles which have studied the effects of Form-Focus Instruction on explicit and implicit knowledge. The conclusion of this study suggests that FFI provides learners metacognitive knowledge, explicit and implicit knowledge, in second language acquisition, with the several implementations which are ‘focus on form’, ‘focus on forms’, and corrective feedback. Furthermore this current study suggests to the second language teacher that the FFI is the best grammatical instruction to the learners but gives some ideas how this instruction might help in language acquisition.
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