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Task-Based Language Teaching undermines the role of formal instruction in language learning and may even consider it detrimental. TBLT is interesting from the standpoint of Second Language Acquisition (SLA) because it attempts to address the problem of holding learners' focus on meaning and doing things with language while also incorporating the creation of their language resources into the teaching cycle. TBLT also seeks to introduce authentic language usage into the classroom by providing opportunities for students to practice their language skills. The present paper examines and proves that form-focused instruction can co-exist in a TBLT classroom without affecting the communicative nature of the classroom. The paper also surveys different lines of support for the integration of the approach known as Form-Focused Instruction within Task-based language teaching.
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