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Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of “Is recast the most effective form of corrective feedback?” by two of Second Language Acquisition (SLA) approaches: cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.

Is Recast the Most Effective Type of Corrective Feedback?—Under Cognitive and Sociolinguistic Approach