The current study examines in depth how two types of form-focused instruction (FFI)-FFI with and without corrective feedback (CF)-can facilitate L2 speech perception and production of /ɹ/ by 49 Japanese learners in EFL settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, spontaneous production) and also according to two lexical contexts (trained, untrained items). Two experimental groups received four hours of FFI treatment to notice and

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... e the target feature of /ɹ/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI+CF group (n = 18) by recasting their mispronunciations of /ɹ/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre-and post-tests showed that (a) FFI itself can sufficiently promote the development of speech perception and production of /ɹ/, and (b) the acquisitional value of CF in L2 speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /ɹ/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.