A Dual Focus on Form and Meaning in EFL Communicative Instruction

This paper examines an issue concerning the relative merits and drawbacks of focusing on form (accuracy) as opposed to focusing on meaning (flu-ency) in foreign language teaching. An example with the dual focus on the combination of form and meaning-based instruction by applying a gram-mar-based communicative approach is presented. Then, strategies in correction used by teachers when EFL learners make errors in their oral production are discussed. It is concluded that as long as teachers can find a proper balance between exercises that help EFL learners come to grips with grammatical forms, and tasks for exploring the use of those forms to communicate effectively, EFL learners are able to learn a great deal from teachers with respect to the accuracy of the foreign language, as well as promote the development of communicative ability