摘要：The role of written corrective feedback（CF） in the process of acquiring a second language（L2） has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback（DCF）—with an innovative type of error correction, feedback provided within context—situated feedback（SF）. The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed： a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition（SLA） theory and language pedagogy and implications for future research efforts are put forward.

摘要：李淼,南京林业大学硕士,工程师,2018年南京艺术基金获得者,发表论文《"巾帼不让须眉"的设计魅力--扎哈_哈迪德建筑作品及思想研究》美术大观,《Aesthetics of building the context to explore》Asian Social Science,教育部13th全国大学生设计大师奖产品设计类优秀奖,南京室内设计大奖赛新人新作类优秀奖,中国建筑艺术"青年设计师奖"铜奖。

摘要：互联网正在进行四个转向,把这种在营销中新出现的营销要素叫做新4C（Content、Community、Connections、context）,从而区别于传统的4C营销理论。