Focus on Form in an EFL Communicative Classroom

This descriptive study examines the nature of focus on form in an EFL communicative classroom in Iran. The study found that in 10 hours of meaning-focused instruction there were only 41 focus on form episodes (one in every 15 minutes), which is a much lower rate compared to a similar study reported in the literature. Furthermore, the findings of the study revealed that there were very few instances of preemptive focus on form in the observed instructional setting. The article concludes that teacher training courses should play a more active role in informing trainee teachers of the instructional value of focus on form.