Abstract
The role of corrective feedback (CF) in second language acquisition (SLA) has received much attention in the literature and it is still a topical issue. The overall conclusion seems to be that it has not been convincingly shown that CF is effective in SLA, in particular not in on-line processing like oral L2 learning. The present programme will test the essential role of CF in L2 learning of syntax in oral proficiency. It will proceed from a granular level investigating the short-term effects of different types of feedback moves on different types of learners, to a global level by studying whether the granular, short-term effects also generalize to actual learning in the long term. CF will be provided through a CALL system that makes use of automatic speech recognition. This will make it possible to assess the learner?s oral production on line and to provide CF immediately under near-optimal conditions. If CF turns out to have a facilitatory effect on oral proficiency this will impact on theories of L2 learning and will contribute to improving the quality of L2 teaching.