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by Catherine Doughty (Editor), Jessica Williams (Editor), Michael H. Long (Editor)
This volume examines theoretical foundations, empirical research, and pedagogical implementations of focus on form. Traditional language teaching can result in limited fluency, whereas communicative approaches tend to produce fluency with less accuracy. This book presents a potential solution to this dilemma. The paperback edition respects students' "internal linguistic syllabus" by drawing their attention to problematic linguistic features during communicative activities, thus providing an alternative to methodologies that treat accuracy and fluency separately. This volume examines theoretical foundations, empirical research, and a range of possible pedagogical implementations.
