The second language learner cannot be expected to have as strong a drive to refine his language as the first language learner. In first language acquisition, cognitive development and language development occur together, which induces meaningful generalizations. In second language learning, meaning and form are separate, particularly in the expression of modality. Second language learners only revive their operational competence with pedagogical support in the form of effective feedback. Corrective feedback can generate or aggravate discrepancies between form and meaning, but operational feedback that encourages learner adjustment of previous input induces active learner participation and will therefore be more effective. (MSE)