Abstract
Corrective feedback takes an important part in classroom interaction. However, researchers hold different attitudes toward the relationship between corrective feedback and second language acquisition. Through a classroom and a laboratory experiment ,this paper discusses the impacts of corrective feedback on Chinese language learners ,with focus particularly on the relationship between recasts and acquisition. Results from the two experiments demonstrate that corrective feedback contributes to both short-term and long-term second language acquisition. It is also found that learners can differentiate the negative function of recasts from the positive, which indicates that recasts can promote second language acquisition.