FORM-FOCUSED INSTRUCTION IN COMMUNICATIVE ENGLISH CLASSES: PEDAGOGICAL CHALLENGES IN THE UZBEK EFL CONTEXT

This article examines the limitations of form-focused instruction in communicative English lessons and the conditions under which it can be adapted to Uzbekistan’s English-as-a-foreign-language (EFL) setting. The study uses a qualitative documentary review of established second-language acquisition research and relevant Uzbek education policy. Findings distinguish instructional issues, including the timing of correction, attention to meaning, unequal learner participation and the assessment of grammar in use, from contextual questions requiring local evidence. A lesson sequence and an assessment matrix are proposed as methodological examples, not as experimentally validated interventions. The analysis argues for selective attention to form within meaningful tasks, combined with carefully planned support when the target structure is difficult.