Recasting has been an issue of intensive inquiry in SLA research in recent years. It is empirically found to be a predominant w ay of providing feedback for FL / SL learners in various learning contexts, especially in classroom settings. This paper attempts to provide a wide ranging review of a descriptive and experimental research on the effectiveness of recasting in the second language acquisition and foreign language learning, payng paricular attention to how recasting has been defined and its related theoretical background. Finally it comes to a conclusion that the effectiveness of recasting should be analyzed by
taking into account many other factors and by combining it with the cognitive aspect.