Abstract The debate on written corrective feedback (WCF) sparked by Truscott (1996) has spawned a growing literature on focused/comprehensive WCF (i.e. feedback scope) in L2 writing. Such research, being largely experimental/quasi-experimental, has generated findings that are tangentially relevant to authentic classrooms. This article attempts to problematize existing feedback scope research by examining three key issues – ambiguity of pertinent terms, laboratory-like classroom conditions, and narrow scope of research. The article also provides suggestions on how these problems may be addressed so that feedback scope research could be made more relevant to authentic classroom contexts.

中文翻译：

---

重点/综合书面纠正反馈研究对真实 L2 写作课堂的效用

摘要 由 Truscott (1996) 引发的关于书面纠正性反馈 (WCF) 的辩论催生了越来越多的关于 L2 写作中集中/综合性 WCF（即反馈范围）的文献。这种主要是实验性/准实验性的研究产生了与真实课堂密切相关的发现。本文试图通过研究三个关键问题——相关术语的模糊性、类似实验室的课堂条件和狭窄的研究范围，来对现有的反馈范围研究提出问题。本文还就如何解决这些问题提供了建议，以便使反馈范围研究与真实的课堂环境更相关。