Focus on form-a myth in the making?

This article addresses a developing myth in language teaching based on Long's (1988) focus on form. Long's approach assumes that form‐focused instruction is best provided during communicative activity, and is justified only by difficulties in communication. It also casts form‐focused instruction in separate sessions—otherwise known as focus on formS—in a negative light. This article argues that the advocacy of focus on form as the most effective teaching strategy is only theoretically motivated, and lacks credibility in terms of the empirical evidence available. To demonstrate this, it takes oft‐cited research used to support a focus on form, and demonstrates that the supposed focus on form instruction actually entailed the contributive use of a focus on formS. Further, it shows that comparative research reveals that a focus on formS is consistently just as effective, or more, than other options. The article concludes with suggestions as to how we might prevent the creation of myths.