The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake Reformulation vs. Error 两种直接书面纠正反馈对注意和接受的差异效应：重新制定与错误.pdf

International Journal of IJES English Studies UNIVERSITY OF MURCIA www.um.es/ijes The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction MARÍA SANTOS SONIA LÓPEZ-SERRANO ROSA M. MANCHÓN* University of Murcia Received: 19 July 2010 / Accepted: 11 September 2010 ABSTRACT Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a group of 8 secondary school EFL learners. Noticing was operationalized as the amount of corrections noticed in the comparison stage of the writing task, whereas uptake was operationally defined as the type and amount of accurate revisions incorporated in the participants’ revised versions of their original texts. Results support previous research findings on the positive effects of written CF on noticing and uptake, with a clear advantage of error correction over reformulation as far as uptake was concerned. Data also point to the existence of individual differences in the way EFL learners process and make use of CF in their writing. These finding