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    Please use this identifier to cite or link to this item: http://ir.lib.ksu.edu.tw/handle/987654321/3052


    Title: A Study of EFL Learners’ Writing Errors and Instructional Strategies
    英語學習者之寫作錯誤分析及教學策略之探討
    Authors: 譚惠綿
    Keywords: error analysis
    writing difficulties
    instructional strategies
    錯誤分析
    寫作困難
    教學策略
    Date: 2008-06-30
    Issue Date: 2009-08-13 20:06:28 (UTC+8)
    Abstract: Good English writing competence is widely recognized as an important skill for educational, business and personal reasons. English writing instruction is thus assuming an increasing role in foreign language education. The present study seeks to explore EFL learners’ major writing difficulties by analyzing the nature and distribution of their writing errors. The participants were 95 second year non-English majors of Kun Shan University. The error analysis revealed that the top four most commonly made errors were word choice, verb form, missing subject and verb tense. The major causes of these errors were attributable to limited vocabulary size, poor grammar knowledge and interference from first language. Six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students’ writing proficiency.本研究旨在分析英語學習者在寫作上所犯錯誤之性質及分佈情況,進而探討他們在英文寫作上所遭遇之困難。研究對象為95位崑山科技大學二年級非英語主修生,研究結果顯示最常犯之4個錯誤為用字不當、動詞形式、缺主詞及動詞時態。導致寫作錯誤的主要原因為字彙不足、文法概念不清楚及母語之干擾。本文最後提出6個適切之教學策略,以期提升學生的英文寫作能力。
    Appears in Collections:[通識教育中心] 期刊論文

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