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shy students; but it is also easily devalued through overuse for some students. As Ur (1996, 248) points out, learners have different opinions on feedback, “a teacher correction that seems to an observer a humiliating ‘put-down’ may not be perceived as such by the learner to whom it was addressed; or an apparently gentle, tactful one may give offence.” While adopting the implicit correction strategies, teachers also have to be careful to consider students’ individualities and ZDP. For example, F15 in excerpt 2 is an introvert, careful and sensitive girl who works hard in English and usually performs well in classroom. So recast was appropriately used here to create a comfortable environment for her, in which she could quickly “notice” the information in my feedback and her cognition was successfully activated. But in another case, a lower-achieving student just ignored my recast, just as follows: Excerpt 4 1.T: What did you do in the party? 2.F1: We danced and we we drink. 3.T: You drank? Really? That's crazy. 4.F1:Yes, and we eat a lot. Though I gave a recast in turn 3, the student seemed not to have noticed it, as she continued with another turn containing the same error. This result is consistent with the results of the studies by some researchers (e.g. Mackey & Philp, 1998) who suggest that recasts may allow more advanced learners to infer negative evidence but may pass unnoticed by less advanced learners. According to Vygotsky (1978), the extent to which mediation can facilitate learning is constrained by learner’s ZPD. Therefore, teachers should give students appropriate ways concerning their ZPD and individualities. For example, teachers can provide more assistance for students who find it hard to correct errors by themselves and sometimes even use explicit but supportive teacher-correction to simplify the task and ease their cognitive processing pressure. For students who are capable of self-correction, teachers can encourage them to apply the rule they’ve learned to correct their own errors, thus finally “enable them to become independent thinkers and problem-solvers” (Williams & Burden, 2000: 68). 5. Conclusion Error correction not only involves learners’ linguistic competence, but also their affect, which plays a crucial part in language acquisition. Therefore, teachers should adopt appropriate strategies to create a supportive environment for error correction. The results of the research will hopefully shed light on future pedagogical decisions and improvements for error correction to play a more effective and facilitative role in learners’ language acquisition and their affect in general. 【References】 [1] Allwright, D. & R. Lenzuen，1997. Exploratory Practice: Work at the Cultura Inglesa, Rio de Janeiro, Brazil. Language Teaching Research. 1: 73. [2] Ellis, R. 1994 .The Study of Second Language Acquisition. 上海: 上海外语教育出版社. [3] Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. New York: Longman Group. [4] Long, M. H. 1985. Input and Second Language Acquisition Theory. In S. M. Gass & C. G. Madden (eds).Input in second language acquisition. Rowley, MA: Newbury House. [5] Long, M. H. 1996. The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie & T. K. Bhatia (eds.). Handbook of Second [6] Mackey. A. & Philp. J. 1998. Conversational Interaction and Second Language Development: Recasts, Responses and Red Herrings? The Modern Language Journal. 82: 338-356. [7]