语言习得是一项复杂的智力认知过程,反馈作为第二语言教学与学习过程中互动研究的重要主题之一,近些年来一直吸引着研究者的关注热情。然而事实上,关于反馈研究的进展和理论突破并不乐观,其主要原因在于基于反馈的实证研究相对匮乏,致使相关研究的结论不一致。行为主义者往往把反馈分为正向和负向两种。负反馈机制对于分析学生出错的原因、判定学生的错误类型,进而有针对性地提出相关的错误纠正措施具有重要 Language acquisition is a complex intellectual cognitive process. Feedback, as one of the major topics of interactive research in second language teaching and learning, has attracted the attention of researchers in recent years. However, in fact, the progress and theoretical breakthroughs in feedback research are not optimistic. The main reason is that the empirical research based on feedback is relatively scarce, leading to inconsistencies in the conclusions of the relevant studies. Behaviorists tend to divide feedback into positive and negative. Negative feedback mechanism for the analysis of the causes of student errors, to determine the type of error of the students, and then put forward relevant pertinent error correction measures is important