重述通常被认为是一种隐性纠错反馈。然而,大量的课堂和实验研究发现,重述式纠错反馈经常受到某些因素的制约而凸显其隐蔽性和显著性。本文回顾了与重述有关的隐性反馈和显性反馈的研究成果,总结了制约重述两种反馈互相转换的因素及如何提高重述的有效性,并尝试探究重述这一复合特性在语言习得中表现出的交际功能和教导功能。 Restatement is generally considered a hidden error correction feedback. However, a large number of classroom and experimental studies have found that recurrent error correction feedback is often constrained by some factors to highlight its covertness and salience. This paper reviews the researches on implicit feedback and explicit feedback related to recapitulation, summarizes the factors that restrict the resumption of two kinds of feedback conversion and how to improve the validity of recapitulation, and tries to explore the complex characteristics of recapitulation Communicative function and teaching function in language acquisition.