| Автор | Makino, Taka-Yoshi |
| Дата выпуска | 1993 |
| dc.description | The purpose of this paper is to investigate to what degree teacher cues or hints help their students correct their own errors in EFL written compositions, and what kinds of cues are more effective in self-correction. The sixty-two Japanese college students who were sampled were required to correct their errors by themselves, using the cues provided by their teachers. The finding of the study was that the more detailed the cues to the errors, the higher the ratio of learner self-correction achieved. That is, learners demonstrated that they could activate their linguistic competence to some extent in order to correct their own errors in written English compositions. |
| Формат | application.pdf |
| Издатель | Oxford University Press |
| Копирайт | © Oxford University Press |
| Тема | Articles |
| Название | Learner self-correction in EFL written compositions |
| Тип | research-article |
| Electronic ISSN | 1477-4526 |
| Print ISSN | 0951-0893 |
| Журнал | ELT Journal |
| Том | 47 |
| Первая страница | 337 |
| Последняя страница | 341 |
| Аффилиация | Taka-Yoshi Makino Professor of English (TEFL) at Hokkaido University of Education, Hokkaido, Japan. He holds an MA degree in TEFL from Southern Illionis University (USA) and a PhD in Educational Linguistics from the University of New Mexico (USA). He has published papers on ESL/EFL teaching and learning, translated English books (both SLA research and EFL methodology) into Japanese and comploied English textbooks for Japanese high school and college students. His current interests include second language acquisition (especially error analysis), foreign language teaching methodology, analysis), foreign language teaching methodology, and pedagogical and communicative grammar. |
| Выпуск | 4 |
