In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.

中文翻译：

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教师书面纠正反馈：少即是多

在世界不同地区，第二语言 (L2) 教师花费大量时间对学生写作中的语法错误提供反馈。这种没有重点和全面的书面纠正反馈对教师和学生都充满了问题。尽管如此，它在许多 L2 环境中仍然是一种普遍的做法。在这篇立场文件中，我认为更多的书面纠正反馈并不是更好，而是少即是多。在介绍了全面的书面纠正反馈所产生的问题之后，我主张对书面纠正反馈采取集中的方法，并检查其对教师和学生的好处。通过讨论实施集中书面纠正反馈的五个障碍，我审查并驳斥了反诉，并支持我的整体论点，以支持有针对性的书面纠正反馈。我在立场文件的最后提出了对教师、教师教育者和研究人员的行动建议。