Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities (Reprinted from Canadian Modern Language Review, vol 55, pg 385-402, April, 1999)

This article is republished from The Canadian Modern Language Review, 55, 3, 1999, pp. 385-402. It is published as an article exchange between the MLJ and the CMLR. The articles for the exchange were selected by committees from the Editorial Board of each journal according to the following criteria: articles of particular relevance to international readers, especially those in the United States and Canada; and articles that are likely to provoke scholarly discussion among readers of the journal of their republication. MLJ thanks Ross Steele, chair; Michael Everson;James Gee; and Judith Liskin-Gasparro for their work selecting this CMLR article for republication in the MLJ. Readers may want to consult a response to Nassaji in CMLR, 56, 3, 2000: Ron Sheen, "A Response to Nassaji's Article:'Towards Integrating Form-Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities,'" as well as Nassaji's reply to Sheen in the same issue of CMLR. The MLJ article to appear in the CMLR, 56, 4, 2000 is "Investigating Experienced ESL Teachers' Pedagogical Knowledge" by Elizabeth Gatbonton (MLJ, 83, 1, 1999, pp. 35-50). The Editors of both journals hope their readers will find this sharing of scholarship to be interesting and beneficial.