BB+Comparison++&+Contrast+essay+Focus+on+Form+and+Focus+on+FormS+ASS.09+910802


 * Focus on Form and Focus on FormS **

Recently one of the most concern points of applied linguists is centered on the most effective form of grammar instruction in the communicative classroom. This discussion to some extend attention to the teachers which need to direct attention of learners to understanding grammar during the instruction pay attention on need to communicate. Long in 1998 expressed two criteria that grammar instruction maybe of two kinds ; “Focus on Form” and “Focus on FormS”. Here review their definitions and similarities and differences in second language acquisition. Focus on Form refers to draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication. Focus on FormS is equal with the traditional teaching of discrete points of grammar in separate lessons. There is a fundamental difference in these two points. Focus on Form obtain an assumed of similarity between first and second language acquisition suggest that the two processes are based on presentation of comprehensible input appear from natural interaction. However, it is assumed that there are particular differences in the two processes: that obtain is not enough to enable learners to acquire much of the second language grammar, and this lack of needs to make up by focusing learners attention on grammatical features. On the other hand Focus on FormS is based on the assumption which classroom foreign or second language learning obtains from general cognitive processes, and thus entails the learning of a skill. So, it’s being characterized as a skills learning approach. This approach includes three stages: 1. Provide understanding of grammar by variety of means (which include explanation in the L1, point to differences between L1 and the L2) 2. Present exercises by using grammar in both non-communicative and communicative activities for both comprehension and production 3. Provide frequent opportunities for communicative use of grammar to create automatic and correct use. Carter and Nunan, 2001 explain that, Focus on form in a communicative approach is referring to learners and teachers pointing to formal features of language that play a role in the meanings which are negotiated. This is contrasted with a focus on FormS which emphasis formal aspects rather than meaningful activity. There are a few definitions on Focus on Form and Focus on FormS that include as follow: Focus on Form overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication (Long, 1991, cited in Doughty, 2001). Focus on form involves an occasional shift in attention to linguistic code features — by the teacher and/or one or more students — triggered by perceived problems with comprehension or production (Long and Robinsin, 1998). However there are some differences in using these two instructions in the communicative classroom. Difference between Focus on Form and Focus on FormS:
 * Focus on form:** within a communicative approach, referring to learners and teachers addressing formal features of language that play a role in the meanings that are negotiated. This is contrasted with a **focus on formS**, which emphasis formal aspects rather than meaningful activities (Carter and Nunan, 2001).
 * **Focus on Form** ||  **Focus on FormS**  ||
 * The word form refers to language form in general || FormS refers to discrete, isolated, specific language forms ||
 * Learners first engaged in meaning; then explore some linguistic features. || Primary attention to form ||
 * Occasional shift of attention to form || Most attention to form ||
 * Triggered by perceived problems in comprehension or production || Pre-selected in the syllabus ||
 * Linguistic features are explored in contexts. || FormS are taught in isolation ||
 * Analytical approach || Synthetic approach ||

There are four reasons which we focus on form: 1. When second language learning classroom is completely based on the experience and meaning focused, some linguistic elements do not eventually develop to target levels. 2. Aspects of the L2 input learners need to notice but for reasons not, it will require some kind of pedagogical intervention (Doughty 2002). 3. Pedagogical interrupts embedded in communicative activities can be effective in cope up with classroom limitation in SLA. 4. Focus on Form can push learners beyond communicatively effective language towards target – like second language ability which can speed up natural acquisition processes. Different responses to Focus on Form Research issues on Focus on Form 1. Whether or not to focus on form**:** There are reasons both for and against form on form. Presently it is generally agreed the classroom context should be considered when deciding whether or not to focus on form. 2. Timing for focus on form: What is the ideal time for FonF to take place? Pre-decided or only when triggered by need? How long should it be? 3. Contextual factors affecting focus on form: What factors need be considered when deciding on the nature and degree of focus on form, e.g., the nature of the language program (immersion vs. intensive programs) and learner factors (e.g., age)? 4. Proactive versus reactive focus on form: A proactive approach would entail selecting in advance an aspect of the target to focus on, whereas a reactive stance would require that the teacher notice and be prepared to handle various learning difficulties as they arise. 5. What forms to focus on: Which forms do learners need to focus on? What forms are amendable to FonF? 6. The degree of explicitness: To what extent should attention to form be explicit? That is, should learning tasks aim to draw learner attention to form unobtrusively or, instead, to direct learner attention to the problem area more explicitly? 7. Curricular decision: Can certain tasks be designed during which problematic forms are likely to arise so that there is an opportunity to focus on form? 8. Cognitive underpinnings of focus on form: What are the cognitive processes that the learner goes through when focus on form takes place? (Doughty, 2001) Focus on Form uses in language teaching pedagogy which are followed: 1. Focus on Form: task-based language teaching, content-based language teaching, process syllabuses 2. Focus on FormS: grammar translation, silent way, TPR, structural syllabuses 3. Focus on meaning: natural approach, immersion, procedural syllabus Also there are six ways on focusing on form that include as follow: 1. Conscious reflection 2. Noticing the gap 3. Hypothesis formulation and testing 4. Meta- talk 5. Recasting 6. Typographical input enhancement: manipulation of italics, bolding, enlargement, underlining, coloring As a result focus on form and focus on forms are equally effective, and they should be treated with some attention.
 * Teachers adhering to communicative language teaching reject it;
 * Traditional grammar-oriented teachers take it as an justification for a return to grammar
 * FonF enthusiasts try to explore how FonF can be implemented

Focus on Form and Focus on Forms are the most concern points of applied linguists is centered on the most effective form of grammar instruction in the communicative classroom second language acquisition. Both teacher and students use to solve the uncertainties in the acquisition Process.
 * Conclusion**