Analyzes the incorporation patterns of well-educated, but low proficiency, Chinese immigrants (n=4) to Spain and of high-proficiency Chinese university students (n=4) with extensive formal training in Spanish. Findings reveal that whereas the university students showed awareness of error and successfully incorporated native speakers' corrections, the immigrants' exhibited insensitivity to negative feedback; and internalizing negative feedback may depend upon learners' metalingual receptivity. (115 references) (Author/CK)