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Grammatical errors: Perceptions and responses of students, first-year composition instructors, and business communication instructors.

机译：语法错误：学生，一年级作文指导者和业务交流指导者的感知和回应。

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摘要

While most college writing instructors would agree that grammatical errors should not be students' main concern when writing and revising there is little consensus as to how much focus should be placed on grammatical errors and how best to teach students to avoid such errors. This study looks at how and with what frequency first-year writing instructors and business writing instructors indicate errors on student papers and how students view grammatical errors.;Student participants were given an anonymous survey to fill out. Sample questions include; "When do you look at the grammatical markings/corrections on your paper?" and "How do you feel when you receive a paper back and your instructor has indicated there are grammatical errors in it?";Results from this study showed that mark, correct, and explain are the preferred modes of response from instructors. Instructors at all four institutions had similar responses with both how they indicate errors and their policies regarding error. Results from the student survey seemed to indicate that students have more concern for grammatical errors than instructors often assume. The overwhelming majority of students reported looking at the grammatical markings/corrections on their papers, often multiple times. Students were divided as to how they feel when they receive a paper back in which their instructor has indicated there are errors with some students being quite upset or embarrassed while others were blase and did not care at all.;Instructors at four colleges and universities were given anonymous surveys to fill out. Part one listed ten of the errors found by Chris Anson and Robert Schwegler to be most bothersome to writing instructors and asked instructors to indicate how they respond to these errors when they encounter them in student papers---do they mark them? Ignore them? Correct them? Code them? Part two consisted of five questions such as "Do you include grammar lessons as part of your course?" and "Do you treat errors in ESL students' papers differently than in native speakers' papers?"
机译：尽管大多数大学写作指导者都同意，写作和修订时语法错误不应该是学生的主要关注点，但是对于应将多少注意力放在语法错误上以及如何最好地教给学生避免此类错误上，人们几乎没有共识。这项研究着眼于一年级写作导师和商务写作导师如何以及以何种频率指出学生论文上的错误以及学生如何看待语法错误。；对学生参与者进行了匿名调查以进行填写。样本问题包括： “什么时候看纸上的语法标记/更正？”以及“当您收到平装书时您的感觉如何，并且您的指导者指出其中有语法错误？”；这项研究的结果表明，标记，正确和解释是指导者首选的回答方式。在这四个机构中，讲师对于错误的指示方式以及有关错误的政策都有相似的回答。学生调查的结果似乎表明，学生对语法错误的关注程度超出了教师通常所想的。绝大多数学生报告说，他们经常多次看纸上的语法标记/更正。学生们在收到论文后的感觉上存在分歧，导师指出其中存在一些错误，有些学生会很沮丧或尴尬，而另一些学生则很生气并且根本不在乎。四所学院和大学的讲师进行匿名调查以填写。第一部分列出了克里斯·安森（Chris Anson）和罗伯特·施韦格勒（Robert Schwegler）发现的十个最困扰编写教师的错误，并要求教师指出在学生论文中遇到这些错误时，他们如何应对这些错误-它们会加以标记吗？别管他们？纠正他们？编码吗？第二部分包括五个问题，例如“您是否将语法课程作为课程的一部分？”和“您对ESL学生论文中的错误处理方式是否不同于母语人士论文中的处理方式？”

著录项

  • 作者

    Niestepski, Michelle.;

  • 作者单位

    University of Rhode Island.;

  • 授予单位 University of Rhode Island.;
  • 学科 Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 117 p.
  • 总页数 117
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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