The present study examines how learners’ language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners’ preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one’s language competence) positively predicted learners’ preference for the explicit types of CF whereas a development-avoidance goal (concerned with maintaining one’s second language competence) positively predicted the more implicit types of CF. Demonstration-approach (concerned with displaying superior competence) did not predict any CF type and demonstration-avoidance (concerned with avoiding the display of incompetence) predicted a preference for absence of CF. Using an overarching cost–value model, we discuss how learners’ analysis of the self-presentation and ego costs as well as the value of different CF types have led to their preference for one versus another. Future directions and pedagogical implications are discussed.

本研究考察了学习者的语言思维模式（对语言智力可塑性的信念）和成就目标如何预测学习者对不同类型的纠正反馈 (CF) 的偏好。问卷数据是从北美两所大学的 537 名将西班牙语作为外语学习者收集的。因子分析和多元回归结果显示出两种清晰的模式。成长型语言心态（相信语言学习能力是可塑的）预测了对所有类型的 CF 的偏好，而固定语言心态预测了对会话重铸和缺乏 CF 的偏好。发展方法目标（与提高一个人的语言能力有关）积极预测学习者对外显类型 CF 的偏好，而发展回避目标（与保持第二语言能力有关）积极预测更隐性类型的 CF。示范方法（与展示卓越能力有关）没有预测任何 CF 类型，示范回避（与避免无能表现有关）预测对没有 CF 的偏好。使用总体成本-价值模型，我们讨论了学习者对自我展示和自我成本的分析以及不同 CF 类型的价值如何导致他们偏爱一种而不是另一种。讨论了未来的方向和教学意义。