Coined by Sharwood Smith (1993), ‘input enhancement’ refers to any overt attempt to draw learners’ attention to formal properties of language and comes in many varieties. Similarly, Long (1991) has used the term focus on form, which he takes to mean overtly drawing ‘students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication’. Both ‘input enhancement’ and ‘focus on form’ are grounded in the idea that work with formal properties of language for the purposes of fostering acquisition is best done if learner attention is simultaneously focused on meaning.
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