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1.1 Significance and Objective of the Study
纠正反馈的作用，在过去的几十年里，已经引起激烈辩论，研究，研究人员在该领域的第一语言习得（FLA）的感觉自由度第二语言习得（SLA）。这些辩论的结果，在许多理论实证研究和研究。尽管研究人员不同意纠正反馈在第一语言习得的作用，似乎是一个普遍的共识，研究者认为它在第二语言学习中发挥作用。这些研究处理主题avariety，从纠正反馈证明存在第一和第二语言习得确定不同效果纠正反馈.在时间过程中，研究人员不再只是一般检查纠正反馈的作用，他们开始不同类型的纠正反馈的影响进行调查。但纠正反馈不是一个单一的教学和学习策略，它可以从不同的角度设计分为不同的类型。从原点纠正反馈，无论是教师或学生在教室里可以提供的从纠正的反馈，这可以是正的或负的，从纠正反馈的目标，它可以是面向内容或形式的特征导向;从提供正确的反馈，这可以是隐式的或显式的，从纠正反馈的介质，它可以是口头或书面的方式。
Over the past several decades，the role of corrective feedback has been hotly debated，andstudied, by researchers both in the field of First Language Acquisition (FLA) and in the fieldof Second Language Acquisition (SLA).These debates result in many theoretical andempirical researches and studies. Although researchers disagreed on the role of correctivefeedback in first language acquisition, there seems to be a general consensus amongresearchers that it has a role to play in second language learning. These studies deal with avariety of topics，ranging from proving the existence of corrective feedback in first andsecond language acquisition to determining different effects of corrective feedback.In the course of time，researchers no longer only examined the role of corrective feedbackin general, they started to investigate the effects of different types of corrective feedback. Butcorrective feedback is not a single pedagogical and learning strategy, which can be dividedinto different types from different perspectives. From the origin of corrective feedback，whichcan be provided by either teachers or learners in the classroom; from the feature of correctivefeedback, which can be either positive or negative; from the goal of corrective feedback,which can be either content-oriented or form-oriented; from the way of providing correctivefeedback, which can be either implicit or explicit; from the medium of corrective feedback,which can be either oral or written.
Historically, researchers have investigated oral and written corrective feedback (CF)respectively. From this we can see the differing concerns of SLA and second language (L2)writing researchers. SLA researchers have been largely concerned with whether CF has anyimpact on the development of interlanguage (e.g., Doughty & Varela, 1998 ； Mackey, 1999)or on the improvement in linguistic accuracy (e.g., Ellis, Loewen, & Erlam, 2006 ； Lyster,2004 ), Whereas L2 writing researchers have been largely concerned with the examination ofCF in relation to feedback in general (i.e., feedback on the organization and the content of awritten text) and have investigated whether during the revision process it assists learners inimproving their original draft (e.g., Ashwell，2000 ； Chandler, 2003 ； Fathman & Whalley,1990). In effect, SLA researchers have been primarily concerned with how CF affects learningprocesses and outcomes，such as noticing, understanding and changes in linguistic competence, whereas L2 writing researchers have been primarily concerned with CF inrelation to how it can improve writing performance.There are many differences between oral and written CF. For example, oral CF can beeither implicit or explicit, whereas written CF is invariably explicit. Whereas oral CF typicallyis online (i.e.. more or less immediately after the learners have made errors), written CFoccurs inevitably offline (i.e., the time is delayed between the learner making the error andreceiving the feedback). So r本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。