The Integration of Form-focused Instruction within Communicative Language Teaching: Instructional Options

Abstract

The strong versions of Communicative Language Teaching (CLT) undermine the role of formal instruction in language learning and may even consider it detrimental. According to proponents of the strong CLT versions, learners pick up the language from interactions that focus on the semantic aspect of the language rather than its formal characteristics. Hence, teaching language forms is not recommended. This position has, however, faced harsh criticism over the last three decades. Compelling evidence (e.g., Millard, 2000) has showed that the sole focus on meaning may produce fluent learners who lack language accuracy. This evidence, supported by other significant hypotheses (e.g., Schmidt’s noticing hypothesis) and models (e.g., VanPatten’s Processing Model) called for the re-introduction of formal instruction, but within a CLT framework. The present paper supports this relatively recent direction. The paper provides an overview of the developments that have led to the re-introduction of formal instruction in second language (L2) learning. The paper also surveys different lines of support for the integration of the approach known as Form-Focused Instruction within Communicative Language Teaching. Finally, the paper surveys various useful pedagogical techniques to support the successful FFI-CLT marriage in the English language classroom. The techniques are categorized under Ellis’s (1998) classification of instructional intervention.