Focusing on Form in the Communicative Classroom: An Output-Centered Model of Instruction for Oral Skills Development

Abstract

The optimal shape and content of grammar instruction within the communicative framework has been a point of great contention over the last decade. Most recently, the debate has shifted to a discussion of the utility of a focus on form (FonF) in language instruction (Long 1991; Doughty and Williams 1998). The mysterious how of form-focused instruction can be addressed in a more concrete way via descriptive classroom data, especially as this instruction is operationalized in the context of the first-year Spanish course that has the development of speaking ability as a primary objective. An output-centered approach is presented as a coherent model of instruction which emphasizes FonF. In addition, it is argued that pushed output (Swain 1985 and elsewhere) is a crucial element of the language classroom environment that is focused on oral skills development among learners.