Communicative learning teaching (CLT) has become prevalent throughout Korea in recent years. CLT seeks to develop second language fluency and communication abilities in natural environments. However, despite the positive effects associated with the improvement of language abilities during practical education, criticisms of CLT's negative effects persist.
This paper presents research findings from CLT classes, and asserts that the enhancement of fluency in Korean classrooms does not often lead EFL(English as a Foreign Language) students to develop accuracy in second language acquisition. This conclusion led to the realization that a formal language teaching structure is necessary. Grammar instruction emphasizes grammar forms, but often centers on communicative contexts. The focus-on-form approach, which refers to training students to notice linguistic features by chance, integrates grammar instruction and communication into foreign language classes.
The purpose of this paper is to explore a variety of focus-on-form techniques and teaching models. The investigated techniques include: negotiation, recast, input processing, input enhancement, input flood, consciousness-raising tasks, interaction enhancement, task-essential language, dictogloss tasks, and the garden path. Task-based communication activities have been demonstrated to increase students' motivation when they are taught grammatical forms in language classes. The present study employs five communication exercises: a jigsaw task, an opinion exchange task, an information-gap task, a decision-making task, and a problem-solving task.
It is necessary for teachers to consider two points when they apply the focus-on-form approach to their teaching practice. One of important points they should take into consideration is how to identify an occasion to teach the target grammar structure. The instruction of the structure can be classified as one of two categories: the reactive focus-on-form approach and the proactive focus-on-form approach. In addition, teachers need to consider the types of instruction available to them as they relate to the objectives of their grammar course. Instructors are then able to choose either explicit or implicit form-focused instruction, depending on the complexity of the linguistic elements.
In conclusion, this study of focus-on-form instruction will provide middle school students in Korean settings with positive results. The language approach promotes fluency and accuracy by giving students interesting activities that have meaningful structures derived from communicative contexts. Communicative tasks based on the focus-on-form approach must be appropriately applied if students hope to enhance their language learning abilities.