Previous studies of form-focused instruction (FFI) have examined the effect of various aspects of inputs, corrective feedbacks, and instructions on L2 learners' accuracy development. Although much research has suggested that L2 learners achieve high accuracy and communicative competence when they receive input enhancement, explicit instruction, and corrective feedback, limited work has been done on the effect of FFI in Chinese language. The thesis utilized qualitative and quantitative methods and tested the effect of two FFI models on two groups of learners' acquisition in Chinese adverbial phrases. Even though the quantitative results show that the group that received explicit treatment had significantly improved accuracy in the immediate and delayed post-tests, the interview results revealed that students have different learning styles. This further suggests that no one right instruction is the best, and teachers should implement various teaching approaches based on students' needs.