Five principles for classroom teaching

This article examines that teachers and researchers do not face a choice between form-based and meaning-based instruction. Our challenge is to determine which fea¬tures of language will respond best to form-focused instruction, and which will be acquired without explicit focus if learners have adequate exposure to the language. In addition, we need to develop a better understanding of how form-based instruction can be most effectively incorporated into a com¬municative framework.