英语论文网

写作中的错误纠正最近已经成为英语教育研究者询问的一部分，这些错误出现在不同的时期，有时做一些对立的方案作为一种英语老师应该如何纠正学生作业中的错误的一种方式。受近期的自主学习者的教育趋势的启发，该项研究试图调查课堂上使用的错误纠正与师生观念，兴趣以及别的之间的差异。为此，展开了一个问卷调查，让56位先进的把英语作为第二语言来学习的伊朗成人来完成这项问卷。用另一个问卷来搜集英语老师的观点。为了对问卷中的问题进行搜集，采访了23个学生和13个老师。结果表明所有的学习者都希望他们写作中的问题被纠正，其中大约90%的人认为这种错误应该被更正。只有不到10%的人认为没必要纠正写作中的错误，但是“重要的”错误还是应该被纠正的。相反的是，参与这个调查的老师中，只有20%的人认为学生写作中的问题应该被纠正。然而采访的大多数学生认为错误是学习过程中的必要部分，当他们意识到自己作业中的错误时，他们偏好性选择更让他们有自信，学习更高效。很多老师倒认为通过纠正重要的错误（不是所有错误），学生可以得到他们的写作作业。鉴于老师和学生对作业中错误纠正这一问题的看法不一致，而且先进的学习者认为自己的合法决策者，英语写作老师给出了一些建议指导。

英语课堂上写作中的错误纠正最近已经成为英语教育研究者询问的一部分，这些错误出现在不同的时期，有时做一些对立的方案作为一种英语老师应该如何纠正学生作业中的错误的一种方式。和调查争议区一样，发现新的一些研究是不一致的，甚至在一些事例中，与已经现存的工作框架有明显的对立。这些研究之间的联系就是帮助学生提高他们的写作。对于英语写作老师来说，这可以算得上所有难题中最耗神的。

A Preference Utilitarian Proposal Education Essay

Error correction in writing has recently become an area of inquiry for ELT researchers, and to date different and at times contradictory proposals have been made as to how an EFL teacher should correct the errors of the students in composition classes. Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, the present study is an attempt to investigate the discrepancy between what is practiced in the classroom as error correction on the one hand and teachers’ and students’ beliefs, interests and wants on the other. For this purpose, a questionnaire was developed and 56 advanced Iranian adult learners of English as a foreign language were asked to complete the questionnaire. The opinions of EFL teachers were also collected using another questionnaire . Twenty-three of the students and 13 of the teachers were then interviewed in an attempt to collect explanations for their answers in the questionnaires. The results indicated all the learners wanted the errors in their writings be corrected and about 90 percent of them believed that all the errors in their writings should be corrected and only less than 10 percent of them agreed that there is no need to correct all the errors and that only “important” errors should be corrected. On the contrary, of the teachers who participated in the study, only 20 percent believed that all the errors in the students’ writing assignments should be corrected. While most of the interviewed students believed that errors are the essential parts of every process of learning and attributed their preference of choice to feeling more confident and efficient in learning when they can recognize all the errors in their written assignments, most of the teachers interviewed believed that by correcting important errors (and not all errors), learners can get the most of their writing assignments. Given the incongruity between teachers’ belief and (advanced) students’ belief over writing error correction, and considering advanced students as legitimate decision makers for their own learning, some suggestions and guidelines are offered for EFL writing teachers.

Writing error correction [1] in EFL classes has recently become an area of inquiry for teachers and researchers and to date different proposals have been made as to how errors of EFL learners should be corrected. Not uncommon to controversial areas of investigation, the new proposals are sometimes found to be incongruent with and even, in some cases, in clear opposition to the existing frameworks. However, w