非英语专业大学生英语作文教师纠错效度研究

The efficacy of teacher-guided error correction practice on Chinese college students' English writing

本文通过为期12 周的实证研究旨在突出自主学习环境下教师在中国大学生英语作文纠错方面的主导作用。实验前与实验后实验组与控制组的对比分析显示，实验前两组学生在作文自我修改能力及整体作文质量方面均无显著差异，但在行文准确度及流利度方面，控制组要强于实验组；经过12 周的纠错处理，实验组学生在自我改错能力、文章表达准确度及作文整体质量方面都明显优于控制组；在行文流利程度方面两组无明显差异，但两组在实验后作文流利程度均有显著提高。该研究丰富了已有的纠错研究，并积极倡导在自主学习环境下以教师为主导进行学生作文纠错处理。

An experimental study was carried out to gain insights into the efficacy of teacher-guided error correction (EC) practice on Chinese college students' English writing. Through comparative research of the experimental group (EG) and the control group (CG)， this study revealed that before EC treatment， no significant difference was found between EG and CG in self-editing ability and writing quality. The subjects in CG even enjoyed better writing fluency and accuracy. However， after 12 weeks' treatment， the EG outperformed CG in not only self-editing ability， but also writing accuracy and quality. Although two groups showed no statistical difference in writing fluency， both improved in fluency over one semester. This study offers new evidence to the EC pool and justifies the practice of teacher-conducted error feedback on pedagogical grounds in promoting college students' learning autonomy.