a typology of written corrective feedback types：书面反馈类型的一种类型学.pdf

A typology of written corrective feedback types Rod Ellis As a basis for a systematic approach to investigating the effects of written corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback) and (2) the students’ response to the feedback (for example, revision required, attention to correction only required). Each option is illustrated and relevant research examined. Introduction How teachers correct second language (L2) students’ writing is a topic that has attractedenormous interest from researchers and teachers alike. However, as a recent review of feedback on L2 students’ writing (Hyland and Hyland 2006) makes clear, despite all the research there are still no clear answers to the questions researchers have addressed. Hyland and Hyland observed: while feedback is a central aspect of L2 writing programs across the world, the research literature has not been equivocally positive about its role in L2 development, and teachers often have a sense they are not making use of its full potential. (p. 83) Guenette (2007) pointed out that one of the reasons for the uncertainty lies in the failure to design corrective feedback (CF) stud