Focusing on form in the communicative classroom: An output-centered model of instruction for oral skills development

The optimal shape and content of grammar instruction within the communicati ve framework has been a point of great contention over the last decade. Mos t recently, the debate has shifted to a discussion of the utility of a focu s on form (FonF) in language instruction (Long 1991; Doughty and Williams 1 998). the mysterious "how" of form-focused instruction can be addressed in a more concrete way via descriptive classroom data, especially as this inst ruction is operationalized in the context of the first-year Spanish course that has the development of speaking ability as a primary objective. An out put-centered approach is presented as a coherent model of instruction which emphasizes FonF. In addition, it is argued that "pushed output" (Swain 198 5 and elsewhere) is a crucial element of the language classroom environment that is focused on oral skills development among learners.