Abstract
Bringing language learners' attention to the accuracy of their output can be affected by way of planned or incidental focus on form. Planned focus on form includes the use of implicit techniques that increase learners' exposure to particular features in the input. Incidental focus on form employs communicative tasks that elicit the use of features that have or have not been determined in advance. That is, a teacher may preempt potentially problematic structures through instruction or choose to treat them as they come up in interaction.