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摘要：The following pedagogical implications of the present study are deduced from the resultsof the experiment, which may be helpful for English writing teaching in China, especially forvocational college English writing teaching in China.First, according to the present empirical study, vocational college students are capable ofcorrecting their own errors in writing. Self-correction can be applied to vocational collegeEnglish writing teaching. Nunan (2001) advocates that “the center of teaching should belearners and learning process rather than teachers or textbooks”, and “learners should movetowards the fully autonomous end of the pedagogical continuum.” Teachers should change thetraditional teaching model and adopt Learner-centered teaching and learning strategy instead ofthe teacher-centered one. Since self-correction is effective in promoting students’ writingproficiency, teachers should cultivate students’ awareness of self-correction to inspire theirautonomous learning awareness and improve students’ ability of self-correction through writingtraining and practice in the practical teaching.

Chapter One Introduction
　　
This chapter provides a general introduction of the present study including the followingsections: purpose and significance of the study, background of the study and overall structure ofthe thesis.
　　
1.1 Purpose and Significance of the Study
As an important output skill, writing is often used to measure students’ ability ofcomprehensive language application and it objectively reflects students’ English proficiency.Writing is one of five basic language skills (listening, speaking, reading, writing and translating)and plays a key role in English learning and teaching. To some degree, it is likely to be regardedas the most important and difficult skill for most second language learners. (Nunan,2001)Students’ comprehensive language ability can be well reflected, because writing testfocuses on students’ linguistic competence in vocabulary, grammar, organization and logic, etc.It is a big challenge to improve students’ writing ability for both students and teachers.During the process of second language acquisition, it is inevitable to commit errors.Making errors is a common phenomenon in the writing of students and is even necessary forlanguage learning. Correcting errors for the students is a widely used method to feedback to thestudents. (Zamel, 1985) Reasonable, effective correction not only makes students realize theirdefects and correct their errors timely, but also promotes teachers to readjust their teachingstrategies according to students’ errors in writing so as to improve students’ writing ability.Therefore, it’s very necessary to correct errors. There are three main ways of error correction,teacher correction, peer correction and self-correction. (Edge, 1989) Both teacher correctionand peer correction have been found different defects used in English writing. (Kroll, 2001;Hendrickson, 1978; Leki, 1990; Nelson and Murphy, 1993, etc) Many theories and researchesabout self-correction have proved that self-correction applied to writing teaching has uniqueadvantages (Ellis, 1994; Blanche & Marino, 1989; Caulk, 1994; Keh, 1990; Oscarson, 1989,etc). Firstly, self-correction attaches great importance to the main body status of students andencourages students to study independently and be more responsible for their study. Secondly,self-correction can create good environment for language learning to some extent, makingstudents not be afraid of committing errors any more and be interested in language learning.Lastly, students can clearly recognize their shortcomings and strengths in English byself-correction so as to form an explicit learning target and make further efforts.The present study is an empirical one which focuses on self-correction applied to Englishwriting of vocational college students. Based on the empirical research and some relatedtheories on self-correction, the purpose of this study is to explore vocational college students’attitudes towards self-correction and make an analysis of the feasibility and effectiveness ofself-correction in vocational college students’ English writing. Most researches conductedbefore aim at studying students’ ability of self-correction and how to correct errors by studentsthemselves in universities and senior high schools. However, this thesis will explain that thefeasibility and effectiveness of self-correction applied to vocational college students’ Englishwriting as well as different corrective strategies have different 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。