Corrective feedback has attracted much attention in recent years, this with a particular emphasis on meaning-focused language instruction. In order to compare the effectiveness of the strategies of metalinguistic and recast feedback on student uptake during oral interactions, an eight-week non-experimental study was conducted. This study comprised thirty participants distributed in two classes. One group of 16 students was exposed to metalinguistic feedback and the other group of 14 students to recast. The selected students were aged from 18 to 20 year-old and were attending the eighth course of the English Foreign Language Program in a public university in Ecuador for one semester. To compare the effectiveness of the two aforementioned feedback strategies, four target structures were adopted: omission of subject, auxiliary use in questions, subject-verb agreement, and reported statements. The structures emerged from a survey which was administered to a sample of EFL teachers from the Language Center of the university. The findings of the study revealed that learners who were exposed to metalinguistic feedback outperformed their counterparts who were exposed to recast feedback.

中文翻译：

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中高级外语学生口语交际中学习者摄取的元语言学和重铸反馈策略

近年来，矫正反馈引起了人们的广泛关注，其中特别注重以含义为中心的语言教学。为了比较口语互动过程中元语言学和重铸反馈策略对学生摄取的效果，进行了为期八周的非实验研究。这项研究由30名参与者组成，分为两个班级。一组16名学生接受了元语言反馈，另一组14名学生进行了重铸。入选的学生年龄在18至20岁之间，正在厄瓜多尔的一所公立大学参加英语外语课程的第八期课程，为期一个学期。为了比较上述两种反馈策略的有效性，采用了四个目标结构：主题的省略，问题中的辅助使用，主语-动词约定和报告的陈述。这些结构来自于一项调查，该调查是对大学语言中心的EFL教师样本进行的。该研究的结果表明，接触元语言反馈的学习者的表现优于接触重铸反馈的学习者。