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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.

nts are passive receivers when they are provided teacher correction or peercorrection, which is not good enough to improve students’ enthusiasm and autonomy. However,self-correction, as a teaching method in related to the Learner-centered teaching and learningconcept has a lot of advantages when applied to writing teaching. Self-correction in writingrefers to processes and skills for students to recognize their mistakes autonomously and correctthem efficiently. The final goal is to make students correct their mistakes in writing bythemselves without being given any supervision or suggestions by teachers while they aretaking an examination so as to improve their accuracy in writing. Some different advantages ofself-correction have been mentioned above in the purpose and significance of the study and willbe also explained in detail in the following sections of this thesis.Self-correction has attracted a lot of attention from many researchers and teachers at homeand abroad and it has recently been adopted in English writing by many teachers. However, itsapplication to English writing teaching in China remains comparatively rare and it is mainlyused in some universities and senior high schools. The previous related research also mainlyfocuses on students’ consciousness and ability in self-correction in universities and senior highschools and how to correct errors autonomously by students themselves. In consideration ofvocational college students’ low level in English writing, the lack of research and application ofself-correction in vocational colleges, it is necessary and meaningful to explore the feasibilityand effectiveness of self-correction related to English writing in vocational colleges on the basisof this background.

1.3 Overall Structure of the Thesis
This thesis is made up of five chapters.Chapter One is the introduction of the study which briefly introduces the purpose andsignificance of the study, background of the study, and overall structure of the thesis.Chapter Two is literature review which provides the theoretical framework and previousrelated research and literature for this study. Literature related to the present study is reviewed,including some concepts and theories about self-correction, such as Error Analysis, theLearner-centered teaching and learning concept, etc. In addition, related research about Englishwriting teaching and error correction are also presented. This chapter also gives a detailedliterature review of the development of self-correction at home and abroad.Chapter Three is the methodology of the present study. Several research questions arepresented at the beginning. Besides, the related information of subjects, the design of theinstruments and detailed procedures of the experiment are introduced in this chapter.Chapter Four is results and discussion which consists the results of data analysis anddiscussion of the experiment.Chapter Five is the conclusion of the whole thesis, which summarizes the major findingsof the study, showing the pedagogical implications, limitations of the study and provides somesuggestions for further research.

Chapter Two Literature ........................20-41
    2.1 Related Concepts........................ 20-22
        2.1.1 Error and Mistake ........................20-21
        2.1.2 Correction and .......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。