This study compares the effects of three different focus-on-form techniques in order to find out the best way of teaching English present perfect to Korean EFL learners. 120 university students were divided into three different groups depending on the degree of explicitness of instruction: the input flooding group, the input enhancement group, and the rule explanation group. The effects of each type of focus-on-form instruction were measured through the students' learning of the target structure and the comprehension of given reading texts. The results of the experiment show that in the learning of the target structure the rule explanation group was significantly better than the other two groups, and the implicit focus-on-form technique, input enhancement, was more effective than input flooding. The present study also revealed that no one type of focus-on-form technique was more effective than any other types in the comprehension of the reading texts.

Abstract
Ⅰ. Introduction
Ⅱ. Research Background
Ⅲ. Method
Ⅳ. Results and Discussion
Ⅴ. Conclusion
References
Appendix A
Appendix B

• Jong-Bai Hwang(Konkuk University)