A growing number of task studies have examined which tasks provide increased focus in language forms incidents. Researchers have used negotiation of meaning, corrective feedback. and language-related episodes (LREs) as measures of focus. However, each measure relates to different aspects of dialogue. Therefore, the results of task studies may differ depending on the measure employed. The present study was conducted to investigate which measure extracts more focus-on-form incidents regarding grammar. The participants were 20 low-intermediate-level and 14 high-intermediate-level students undertaking an intensive Japanese-language program in the United States. Using two conversation tasks, I made a comparison of how the frequency of focus-on-form incidents differed with the three measures. I found that each measure resulted in a different number of focus-on-form incidents. Regardless of the students' ability level, LREs produced the greatest number of focus-on-form incidents. Negotiation of meaning has been utilized as a measure for focus-on-form incidents in many task studies; however, it extracted hardly any focus-on-form incidents in the present investigation.