Editing Rod Ellis (section)

== Form-Focused Instruction versus Meaning-Focused Instruction ==
Ellis maintains that the distinction between form-focused instruction and meaning-focused instruction lies in how language is perceived and the role of the student.<ref>{{Cite book|last1=Ellis|first1=Rod|url=https://books.google.com/books?id=3KglibyrZ5sC&q=Rod+ellis+2000|title=The Study of Second Language Acquisition|last2=Ellis|first2=Professor Rod|last3=Ellis (taalkunde)|first3=Rod R.|date=1994|publisher=Oxford University Press|isbn=978-0-19-437189-6|language=en}}</ref> The former is concerned with drawing the student's attention to linguistic form (including, but not restricted to, vocabulary and grammar) whereas the latter focuses on conveying messages.<ref name=":4">{{Cite journal|last=Ellis|first=Rod|date=2001|title=Introduction: Investigating Form-Focused Instruction|url=https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-1770.2001.tb00013.x|journal=Language Learning|language=en|volume=51|issue=s1|pages=1–46|doi=10.1111/j.1467-1770.2001.tb00013.x|issn=1467-9922|url-access=subscription}}</ref>

In taking note of the reconceptualization of focus-on-form by other scholars, notably [[Michael Long (linguist)|Michael Long]], Catherine Doughty and Jessica Williams, Ellis distinguishes between planned and incidental focus on form.<ref name=":4" /> According to Ellis, there are three types of form-focused instruction:

# Focus on forms: can be [[Implicit learning|implicit]] or explicit, can include structured input or production practice and it can include functional language practice.    
#Planned focus on form: can include enriched input or a focused communicative task.
#Incidental focus on form: can be pre-emptive<ref>{{Cite journal|last1=Ellis|first1=Rod|last2=Basturkmen|first2=Helen|last3=Loewen|first3=Shawn|date=2001|title=Preemptive Focus on Form in the ESL Classroom|url=https://onlinelibrary.wiley.com/doi/abs/10.2307/3588029|journal=TESOL Quarterly|language=en|volume=35|issue=3|pages=407–432|doi=10.2307/3588029|jstor=3588029|issn=1545-7249|url-access=subscription}}</ref> or reactive; can include implicit negative feedback or explicit negative feedback.

The effectiveness of form-focused instruction depends on multiple variables, such as the linguistic items being taught, the learners' developmental stage, the instructional context and instructional materials.<ref name=":4" /> Ellis also maintains that form focused instruction not only facilitates language learning, but also that it does not change the sequence of language development.