重述是课堂上教师大量使用的反馈策略。近年来,重述成为国外二语习得研究中备受关注的话题。大量研究表明重述对外语学习会起到促进作用,但是重述的纠错性质能否被学习者识别也受到有些学者的质疑。考察学习者对重述的识别会揭示出学习者的认知过程和影响重述发挥作用的制约因素。本文将对近年来国外围绕学习者识别重述的研究进行回顾,并指出重述作为一种反馈策略,可以通过教师培训使其更好的发挥对二语习得的作用。 Restatement is a feedback strategy that is heavily used by teachers in the classroom. In recent years, restatement has become the topic of concern in foreign language acquisition research. A large number of researches show that recapitulation plays a catalytic role in foreign language learning, but whether the recapitulation of error correcting properties can be identified by learners is also questioned by some scholars. Examining the learner’s recognition of the repetition reveals the learner’s cognitive processes and the constraints that influence the restatement. This paper reviews the recent researches on learners’ recognition and recapitulation in foreign countries and points out that as a feedback strategy, recapitulation can make teachers better play their role in second language acquisition through teacher training.