The present study investigates how and when learners decide to correct one another in interaction. In exploring how two learners used strategies in interaction to scaffold or be scaffolded by their interlocutor in an effort to negotiate and communicate meaning, this study finds that the two participants primarily used recasts as their preferred form of corrective feedback. As a means to cue scaffolding by her interlocutor, each participant also used pausing and reversion to first language as strategies in communication. However, not all corrective feedback is well received. Social positioning of the speakers and how that relates to learner-to-learner corrective feedback is discussed; this may have an effect on the less proficient participant's motivation. Related teaching implications are raised for further consideration.

中文翻译：

---

交互中的策略、脚手架和社会定位

本研究调查学习者如何以及何时决定在互动中相互纠正。在探索两个学习者如何在互动中使用策略来支撑或被对话者支撑以努力协商和传达意义时，本研究发现，这两个参与者主要使用重铸作为他们首选的纠正反馈形式。作为通过她的对话者暗示脚手架的一种手段，每个参与者还使用暂停和恢复到第一语言作为交流策略。然而，并非所有的纠正反馈都受到好评。讨论了演讲者的社会定位以及它与学习者之间的纠正反馈的关系；这可能会影响不太熟练的参与者的动机。提出相关的教学启示以供进一步考虑。