The Effectiveness of Correcting Grammatical Errors in Writing Classes: An EFL Teacher’s Perspective
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Abstract
The role of grammar instruction to help students reduce errors in L2 writing is under debate: Truscott (1996, 1999, 2007) claims that error correction is largely ineffective and harmful, whereas Ferris (1997, 1999, 2004) argues that students need feedback on their grammatical errors. Grammar correction is considered to be one of the most important forms of feedback. This paper examines the role of grammar correction in L2 writing on the basis of these controversies and discusses some pedagogical implications of error correction for teaching writing, with particular reference to my own experience of teaching EFL writing classes in South Korea.
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