Abstract This study explores written corrective feedback processing and uptake with two groups of young learners during a multi-stage writing task using model texts. Eight pairs of 9-to-11-year-olds from different instructional settings in primary education, an EFL class and a CLIL class, were required to write a narrative picture story, compare their drafts with feedback provided in the form of models and rewrite their original texts. The children’s collaborative dialogue protocols and written notes were examined for evidence of the cognitive strategies they used to process the feedback upon noticing a mismatch between the models and their own output. Four strategies were identified in the data, although differences were observed in the extent and nature of their deployment by pairs from each setting, and in their impact on the children’s uptake. While all pairs relied on the identification of surface differences between the model and their own draft, only the CLIL pairs paid attention to new and alternative features in the feedback. Evidence of uptake following unreported noticing was also found in the children’s written texts. This study furthers our understanding of how young L2 learners engage with models and highlights the need to consider contextual variables in studies of feedback.

中文翻译：

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探索年轻学习者在 EFL 和 CLIL 设置中将模型作为书面纠正技术的参与

摘要 本研究在使用示范文本的多阶段写作任务中探索了两组年轻学习者的书面纠正反馈处理和吸收。八对来自小学教育不同教学环境的 9 至 11 岁儿童，一个 EFL 班和一个 CLIL 班，被要求写一个叙事图片故事，将他们的草稿与以模型形式提供的反馈进行比较并重写他们的原文。检查儿童的协作对话协议和书面笔记，以证明他们在注意到模型与他们自己的输出之间存在不匹配时用于处理反馈的认知策略。数据中确定了四种策略，尽管观察到它们在每种环境中成对部署的程度和性质以及它们对儿童吸收的影响存在差异。虽然所有对都依赖于识别模型和他们自己的草图之间的表面差异，但只有 CLIL 对关注反馈中的新特征和替代特征。在儿童的书面文本中也发现了在未报告的注意后吸收的证据。这项研究进一步加深了我们对年轻二语学习者如何使用模型的理解，并强调了在反馈研究中考虑上下文变量的必要性。