Classroom data from a number of studies offer support for the view that form-focused instruction and correction feedback provided within the context of communicative and content-based programmers are more effective in promoting second language learning than programmers that are limited to a virtually exclusive emphasis on comprehension, fluency, of accuracy alone. Thus, we would argue that second language teachers can (and should) provide guided, form-focused instruction and corrective feedback in certain circumstances. For example, teachers should not hesitate to correct persistent errors that learners seem not to notice without focused attention. Teachers should also be especially aware of errors that the majority of learners in a class are making when they share the same first language background. They should not hesitate to point out how a particular structure in a learner’s first language differs from the target language. Teachers might also try to become more aware of language features that are just beginning to emerge in the second language development of their students and provide some guided instruction in the use of these forms. It can also be useful to encourage learners to take part in the process by creating activities that draw their attention to the forms they use in communicative activities, by developing contexts in which they can provide each other with feedback, and by encouraging them to ask questions about language.