With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

中文翻译：

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重铸在二语学习中的作用研究

有大量经验证据表明交互在第二语言 (L2) 发展中的有益作用，研究人员开始对调查交互的特定方面（例如，意义协商、纠正反馈 (CF)、修改输出、注意等）感兴趣。可能会影响交互对 L2 学习的益处的程度（Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018）。在交互的各种特征中，已发现 CF 在交互过程中非常有效地吸引学习者对 L2 语言特征的注意，并引发了许多关于关键重要性的学术讨论和许多关于其 L2 发展潜力的实证研究（参见 Russell 和 Spada , 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*；Lyster、Saito 和佐藤，2013*；布朗，2016*；Nassaji，2016* 用于评论和荟萃分析）。除其他外，重铸一直是大多数 CF 研究的中心，并进行了大量探索，以了解重铸的性质、它们的特征（在各种 L2 学习环境中）、它们相对于其他 CF 动作的相对效力，以及可能的调节变量调解重铸的有效性。