The purpose of this paper is 1) to examine some of theories of second language acquisition that have cast doubt on the teachability of grammar, of form-focused instruction, and 2) to attempt to apply this information to a specific pedagogical issue concerning the Korean TEFL milieu. Specifically, this essay will attempt to address the question of whether or not the teaching of grammatical patterns sequentially, as epitomized by the 〃ESL Contents List," can be justified pedagogically. Finally, this essay will examine and evaluate briefly some alternative methods of form-focused instruction, specifically Consciousness-raising and Data-Driven Learning.