چكيده
Foreign language acquisition (FLA) researchers contend that focus on form (FonF) instruction plays a pivotal role in the course of language acquisition. Focus on form (FonF) instruction is learner-centered and is consistent with the learner’s internal syllabus. There has been an ongoing query in the literature as to whether focus on form should occur prior to error commitment or be reactive to the actual errors of the learners during the task. In this regard, this study tried to explore the effectiveness as well as the impacts of planned preemptive vs. reactive focus on form on Iranian English as a foreign language (EFL) learners’ reading comprehension. For this purpose 120 students of Parhami language institute of Shabestarwere selected randomly took the NELSON proficiency testin order to assure the comparability of the students' reading comprehension, and 90 homogenous students were chosen to take part in the study. Then the students were assigned into two experimental groups and one control group, randomly. All groups took part in pretest of reading comprehension. Then the first experimental group received planned preemptive focus on form instruction and the second experimental group received reactive focus on form instruction, and control group didn't received focus on form instruction. Finally by taking post-test, student's status in reading comprehension was compared.The results of this research indicated that learnersin form-focused instruction groups one or preemptive focus on form group outperformed controlgroup. These findings were related to main goals andfeatures of FFI including depth of processing hypothesis,discovery learning, pushed output, noticing hypothesis,awareness raising, negotiation, and motivation. This result says that preemptive focus on form was more effective than the others.
