摘要
The contemporary emphasis on learner-centeredness and autonomy suggests that in some contexts, learners' self-correction of mistakes might be more beneficial for language learning than teacher's direction correction. A case study was constructed to discover how effective the target students could self-correct their writing mistakes against the teachers' feedback. The findings may give some insights into the role of self- correction in teaching L2 writing.
在强调提高学生自主学习能力的今天,许多学者认为在某些情况下,学生自我改正错误要比老师的纠正更有益于学生的外语学习。本文作者采取个案研究的方法探讨非英语专业的学生能否通过老师给出的提示符号有效地自我改正写作中的错误。希望这种可行性的研究对大学英语的写作教学提供有益的启示。
