国内外相关学者在二语习得和二语写作领域对纠正性反馈问题进行了持续研究。然而，对于纠正性反馈的效应，迄今仍未形成一致性结论。纠正性反馈的参与主体具有“双元性”，即考虑到纠正性反馈的特性，有效的纠正反馈需要教学者和学习者的共同参与。这意味着参与双方的偏好、经验和积极性等个体特征对纠正性反馈的效果具有明显影响。显然，二语教学者和学习者对纠正性反馈的认知偏差实际上导致了纠正性反馈研究和实践的困境：一方面，纠正性反馈具有认知的同质性，所有参与者都认可其在写作精确度提高方面的积极作用；另一方面，纠正性反馈具有认知的异质性，不同参与者对其影响路径和程度的认知存在明显个体性；这一共性与个性的矛盾加剧了纠正性反馈研究的困难性。

Relevant scholars at home and abroad have conducted continuous research on corrective feedback in the field of second language acquisition and second language writing. However, there is no consistent conclusion on the effects of corrective feedback. The participants in corrective feedback have "duality", that is, considering the characteristics of corrective feedback, effective corrective feedback requires the participation of both teachers and learners. This means that individual characteristics such as preferences, experience, and motivation of both parties have a clear impact on the effectiveness of corrective feedback. Clearly, the cognitive bias of second language teachers and learners towards corrective feedback actually leads to a dilemma in corrective feedback research and practice: on the one hand, corrective feedback is cognitively homogeneous, and all participants recognize its positive role in improving writing accuracy; On the other hand, corrective feedback has cognitive heterogeneity, and there is obvious individuality in the cognition of its influence path and degree among different participants. This contradiction between commonality and individuality exacerbates the difficulty of corrective feedback research.（AI翻译）

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