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>> Whether the focus on form tends to
be this incidental treatment of grammar

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as it happens during let's say
analysis of whatever sample of language

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or whatever interaction you're having,
and at some point certain issues come up

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and you focus on that particular form.

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As supposed to focus on forms which
is the typical grammatical syllabus

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where you have a structure,
where you have each class,

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you have one particular topic
you are addressing.

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So the forms are actually there from the
beginning, whereas in the other one you start

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from the communication, interaction, activity.

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And then as it happens, as it incidentally
as something arises in terms of a point

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which is not understood or a mistake et
cetera that's when you focus on that.

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Either way, either way, well the finding
is that either way you have large effects,

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and equivalent effects, so
it doesn't really matter.

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So the second point, what's important
is that kind of validates the idea

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that this grammatical syllabus which
is a traditional grammatical syllabus,

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is not that bad or at least is as good as
the more cumbersome sometimes structure

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where you don't have a grammatical
point you focus on each class,

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but you have something more
of task-based approach, okay.