If advanced second language (L2) learners wish to improve precision in their use of L2, such as word choice and grammatical accuracy, can instructor’s corrective feedback (CF) help? Previous studies (e.g., Coyle & Larios, 2014; Lee & Lyster, 2016) have shown that CF plays a facilitative role in one’s second language acquisition at the beginning and intermediate levels of L2 learning. However, what is not yet clear is the effect of CF at advanced levels. The present study reports two characteristics of CF and learner uptake in an advanced Chinese as a second language content-based instructional setting: (1) types and frequency of CF; and (2) the effect of different types of CF on learner uptake. Ten subjectmatter lessons with twelve participants were observed. The data were analyzed using Lyster and Ranta’s (1997) taxonomy of instructors’ CF strategies and learner uptake. The results indicate that metalinguistic feedback was the most dominant type of CF and recast was least used and that explicit correction was most effective in eliciting learner repair and clarification request was least effective. The findings suggest that the critical conditions for repairs to take place in the advanced language classrooms include explicitness and salience of CF, learners’ awareness of the intention of CF, their understanding of the linguistic nature of the correction, and their possession of the language skills necessary to fix the mistakes. Furthermore, the results have implications for the field of Teacher Education to consider options in preparing L2 instructors to offer effective CF at advanced levels.

中文翻译：

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美国高级第二语言教室的英语学习者的纠正反馈和学习者吸收

如果高级第二语言（L2）的学习者希望提高使用L2的准确性，例如单词选择和语法准确性，那么教师的纠正性反馈（CF）可以帮助吗？先前的研究（例如，Coyle＆Larios，2014； Lee＆Lyster，2016）表明，在第二语言学习的开始和中间阶段，CF在第二语言习得中起着促进作用。但是，尚不清楚高级水平的CF的效果。本研究报告了基于高级汉语作为第二语言内容的教学环境中的CF和学习者吸收的两个特征：（1）CF的类型和频率；（2）不同类型的CF对学习者吸收的影响。观察了十个主题课程，有十二名参与者。使用Lyster和Ranta（1997）的教师CF策略和学习者吸收分类法对数据进行了分析。结果表明，元语言反馈是CF的最主要类型，而重铸的使用最少，显式校正在引起学习者修复方面最有效，而澄清要求则最不有效。研究结果表明，高级语言教室中进行修复的关键条件包括：对CF的明确性和显着性，学习者对CF意图的认识，对纠正的语言性质的理解以及对语言技能的掌握解决错误所必需的。此外，研究结果对教师教育领域产生了影响，即考虑在准备二级教师以提供高级有效CF方面的选择。