本站原创Acknowledgements5-6
Abstract6-8
摘要8-12
Ⅰ Introduction12-16
1.1 Background12-13
1.2 Purposes and significance of this study13-14
1.3 Structure of the thesis14-16
Ⅱ Literature Review16-32
2.1 Definition of error16
2.2 Classification of error16-20
2.2.1 Errors at the substance level17-18
2.2.2 Errors at the lexical level18
2.2.3 Errors at the grammatical level18-19
2.2.4 Errors at the discourse level19-20
2.3 Error Analysis20-25
2.3.1 Theories on Error Analysis21-22
2.3.2 Studies on Error Analysis abroad22-23
2.3.3 Studies on Error Analysis at home23
2.3.4 Procedures of Error Analysis23-24
2.3.5 Error Analysis, Theories of Language, and the Teaching of Writing24-25
2.4 Approaches to Error Correction25-32
2.4.1 Teacher Correction25-26
2.4.2 Self-correction26-28
2.4.3 Peer Correction (Group Correction)28-30
2.4.4 An introduction to Integrated Correction30-32
Ⅲ Methodology of the Research32-42
3.1 Research questions32
3.2 Subjects32-33
3.3 Instrument33-35
3.3.1 Writing tasks33-34
3.3.2 Questionnaire34
3.3.3 Judges34-35
3.4 Integrated Correction35-36
3.5 Data collection36-40
3.5.1 Data collection for error frequency36-37
3.5.2 Data collection for the sources of errors37
3.5.3 Data collection for testifying effectiveness of Integrated Correction Method37-40
3.6 Summary40-42
Ⅳ Data Analysis and Results42-49
4.1 Results from analysis of error types42-48
4.1.1 Data analysis in terms of error frequency42-43
4.1.2 Data analysis in terms of Interpngual and Intrapngual Errors43-44
4.1.3 Data analysis of Integrated Correction Method44-48
4.2 Summary48-49
Ⅴ Imppcations and Limitations of the Study49-55
5.1 Pedagogical imppcations49-53
5.1.1 Enough knowledge input of Engpsh writing49-51
5.1.2 Various practice forms to internapze students’ input knowledge51-52
5.1.3 More output of Engpsh writing52
5.1.4 Integrated Correction Method and Selective Error Correction52-53
5.2 Limitations of the research53-54
5.3 Suggestions for further research54-55
Reference55-59
Appendix59-60
Pubpcations60