The role of focus on form in modern language teaching: strategies and controversies

Focus on form is presented as a necessary component of the task-based language teaching approach and at the same time as an independent phenomenon demonstrated to be effective in practice. A number of types of focus on form have been considered: grammar instruction, modelling, corrective feedback, providing a model and consciousness raising. These types of focus are correlated with task stages.

It is shown that focus on form has a number of controversial aspects that require further study, specifically the use of form-focus on pre-task, main task or post-task stage, the corrective feedback and the relevance of its use on a particular task-stage. It is concluded that teachers have the opportunity to apply focus on form strategies that have proven to be effective. They also should take into account some important factors such as teaching goals, social context of teaching, teacher's own experience, knowledge and intuition.

Фокусування на формі представлено як необхідний компонент задачного підходу до викладання мови і водночас як самостійне явище, що продемонструвало свою ефективність на практиці. Розглянуто декілька типів фокусування на формі: навчання граматики, моделювання, коригувальний зворотний зв'язок, надання прикладу та підвищення рівня свідомості. Ці типи фокусування співвіднесено з етапами виконання завдання.

Показано, що фокусування на формі має низку суперечливих аспектів, які потребують подальшого вивчення, зокрема використання фокусування на формі на етапах передзавдання, основного завдання чи післязавдання, коригувального зворотного зв'язку та доречності його використання на конкретному етапі завдання. Зроблено висновок, що викладачі мають можливість застосовувати стратегії фокусування на формі, які довели свою ефективність. Їм також варто враховувати деякі важливі фактори, такі як цілі навчання, соціальний контекст викладання, власний досвід, знання та інтуїцію педагога.

In TBLT the term «focus on form» refers to the deliberate attention to specific language elements in the context of meaningful, communicative tasks. While the focus of TBLT is on engaging learners in authentic language use through tasks, the developers of this approach also recognise the importance of working on language accuracy and proficiency.

The key difference with TBLT is that the focus on form is integrated into task-based activities rather than being the primary goal of the learning. This approach is based on the principle that learners are more likely to learn and retain language forms when they are encountered in a meaningful, communicative context.

R. Ellis, M. Long, and N. Spada have made significant contributions to the theoretical perspectives of integrating a form focus in the context of TBLT. In their works, they proposed models for balancing form-based learning with task-based learning, taking into account such factors as task complexity, learners' language proficiency and the nature of the target language features (Ellis, 1997; Ellis, 2007; Ellis et al., 2020; Long, 2015; Spada and Lightbown, 2008).

M. Swain has explored the role of explicit and implicit form-based learning in TBLT, considering the potential advantages and challenges of each approach. Her research provided valuable information about the cognitive and pedagogical considerations involved in integrating form-based learning into a task-based language learning environment (Swan, 1995; Swan, 2000).

A range of researchers have focused on the effectiveness of different types of form focus, as well as the specifics of their practical application in the context of TBLT (Benati, 2021; Chrissou, 2020; Degirmencioglu, 2023).

In addition, specialists have examined the role of learners' attention to form during task performance: in particular, they have investigated how learners notice and adopt linguistic forms in the context of meaningful tasks. This line of research has shed light on the interaction between form attention and meaning attention, as well as on the factors that influence learners' perceptions of form-focused feedback (Choi K. et al., 2022). At the same time, focus on form retains its debatable aspects, as we will show later.

Researchers acknowledge that one of the main components of task-based language instruction is focus on form. D. Willis and J. Willis define focus on form as drawing learners' attention to specific form which occur in the course of a task or an associated text (Willis&Willis, 2007). The teacher can demonstrate, clarify, and use these forms. He or she can work with students to analyze and comment on specific lexical or grammatical forms by isolating and defining them.

The researchers point out that meaning is primary and focus on form is secondary. This recognition of the secondary nature of form has given cause for debate. Some researchers believe that focus on form should be introduced at pre-task or main task stages (Long, 2015; Littlewood, 2007; Lyster and Ranta, 1997). Some contend that focus on form should be used only after focus on meaning, that is, at the posttask stage (Skenan, 1998; Willis and Willis, 2007).

Another controversial issue is the question about types and strategies of form focus. Various types of form focus have been proposed and their effectiveness has been examined. We are examining different types of focus on form in additional detail.

Pre-task modeling and pre-task grammar instruction are the two forms of pre-task focus on form that are offered. Teaching a grammar rule prior to doing a task is known as pre-task grammar instruction. For example, the teacher gives the class a ten-minute grammar lesson on the use of the past simple tense before moving on to task performance. Pre-task grammar instruction proponents (Littlewood, 2007; Lyster and Ranta, 1997) argue that while grammar knowledge is necessary for students to complete a work, teachers would rather teach grammar before providing a task. There are researchers that contest the necessity of pre-task instruction. D. Willis and J. Willis worry that explicit grammar instruction predisposes learners to focus on the target structure, with the result that they may treat a task as language practice rather than a site for information exchange. This practice, it is claimed, will subvert the meaningprimary principle of task-based teaching (Willis and Willis, 2007).

An alternative to grammar instruction in the pretask stage is modelling. Pre-task modelling is providing with a model performance. Teacher can offer to students a short task modelling video (about, for example, question formation). It makes clear task procedures and affords learning opportunities by focusing on a particular linguistic structure.

Corrective feedback is used at the main task level to apply the form focus. There are five to seven different categories of corrective feedback. The most popular ones are the explicit correction, metalinguistic clue, and explicit correction. Experts describe a clarification request as any statement that prompts further explanation of the previous statement. Clarification can be in form of question. Metalinguistic clue is a move that provides a comment or questions some aspect of the preceding utterance, signalling a linguistic problem. Teacher can clarify which part of speech student should use, without naming the correct word. Also popular is explicit correction, a move that indicates that the statement is problematic and at the same time corrects the error (Lyster and Ranta, 1997).

As R. Ellis correctly notes, the impacts of various feedback formats are context-dependent, meaning that one format may work better in one situation while another may work better in a different one. Additionally, while resolving a specific issue, it is possible to mix multiple strategies (Ellis, 2017). In actuality, the selection of the corrective feedback method is directly influenced by a number of variables, primarily the mode of instruction (online versus offline), the group's language and cultural background, the task's specialization, and the topic for study.

Corrective feedback can be immediate and delayed. In the immediate feedback condition, students receive feedback while they are performing the task. In the delayed feedback condition they receive feedback after the task have been completed. In the case of delayed feedback, they get feedback after finishing the task. Within the teaching and research community, there is disagreement over the precise moment when making a correction is more acceptable. Delayed corrective feedback is more relevant for tasks such as a dialogue between students or other paired work. Immediate corrective feedback is best given in a monological form of speaking, for instance, during a student's oral presentation or watching a video of the students' responses. Researchers are studying immediate and delayed feedback in order to find out which one is more effective. In fact, further empirical study is required to answer this question.

Post-task focus on form provides opportunities for students to practice producing structures they found difficult during performing the task. The teacher can create a variety of form-focused exercises to demonstrate how language forms are used. Form is the emphasis of post-task categories such as raising consciousness and offering a model. Providing a model can be achieved by having more proficient speakers (or native speakers) complete the same activity. Thus, by identifying the gap between their own performance and the appropriate models, students can self-correct (Lynch, 2009).

Consciousness raising is another type of post-task focus on form. It is called input-based strategy and considered as quite effective. R. Ellis defined consciousness raising as a pedagogic activity where the learners are provided with L2 data in some form and required to perform some operation on it, the purpose of which is to arrive at an explicit understanding of some linguistic properties of the target language (Ellis, 1997). During consciousness-raising task, L2 learners develop explicit knowledge about how the target language works and are pushed to negotiate meaning (Benati, 2021).

In a typical activity of consciousness raising students are provided with text and asked to find some ways expressing specific meanings (for example, ways of giving permission), phrases with specific words or phrases they think will be useful in the future.

The Conclusions and Prospects for Further Research. Not all focus on form strategies were named. They are being actively examined all over the world and it is extremely difficult to consider all the studies. Something else is important for us: amount of problematic issues in the concept of focus on form emphasize the need for further research. Actually, teachers have the opportunity to apply focus on form strategies that have proven to be effective. They also should take into account some important factors:

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