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Abstract
The history of second language teaching has witnessed changing perceptions of corrective feedback. Under the extreme view of communicative language teaching, which appears to be prevailing in some communicatively-oriented classrooms, learning can only come about through learner-learner interactive output practice. Form-focused instruction is deemed detrimental and corrective feedback is consequently accorded low status in classroom processes. In this paper, I examine the `equation' drawn between communicative language teaching and the exclusion of form-focused instruction and error correction. Through a review and discussion of two recent studies, I ...