>> Whether the focus on form tends to be this incidental treatment of grammar
as it happens during let's say analysis of whatever sample of language
or whatever interaction you're having, and at some point certain issues come up
and you focus on that particular form.
As supposed to focus on forms which is the typical grammatical syllabus
where you have a structure, where you have each class,
you have one particular topic you are addressing.
So the forms are actually there from the beginning, whereas in the other one you start
from the communication, interaction, activity.
And then as it happens, as it incidentally as something arises in terms of a point
which is not understood or a mistake et cetera that's when you focus on that.
Either way, either way, well the finding is that either way you have large effects,
and equivalent effects, so it doesn't really matter.
So the second point, what's important is that kind of validates the idea
that this grammatical syllabus which is a traditional grammatical syllabus,
is not that bad or at least is as good as the more cumbersome sometimes structure
where you don't have a grammatical point you focus on each class,
but you have something more of task-based approach, okay.