Abstract The efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

中文翻译：

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研究重铸的语言焦点，学习风格和注意之间的关系

摘要纠正反馈（CF）的有效性取决于各种因素。关于个体差异的作用和CF的语言焦点，已经获得了相互矛盾的结果。当前的研究调查了重铸（最常见的CF类型）的语言焦点与注意之间的关系。它进一步探讨了学习风格和重播注意之间的可能关系。通过VARK问卷确定了25名伊朗中级英语学习者的学习风格。在参与者讲故事的任务中，研究人员针对他们的语法，词汇和语音错误提供了重铸。课堂演讲被录音，并且重播被突出显示。使用在线和回顾性的方法来测量注意。卡方检验表明，参与者的一般注意和特别是在语法，词汇和语音重铸方面的注意之间存在显着差异。事后分析的结果表明，听觉风格的参与者被发现的几率最高，而动觉风格的则最少。研究进一步表明，学习风格为听觉的学习者注意到语法重铸，混合学习风格的学习者注意到词汇重铸，而视觉学习者则注意到语音重铸。事后分析的结果表明，听觉风格的参与者被发现的几率最高，而动觉风格的则最少。研究进一步表明，学习方式为听觉的学习者更注意语法重铸，学习方式为混合的学习者更注意词汇重铸，而视觉学习者更好地注意到语音重铸。事后分析的结果表明，听觉风格的参与者被发现的几率最高，而动觉风格的则最少。研究进一步表明，学习方式为听觉的学习者更注意语法重铸，学习方式为混合的学习者更注意词汇重铸，而视觉学习者更好地注意到语音重铸。