@article{oai:sucra.repo.nii.ac.jp:00015052,
 author = {靜, 哲人},
 issue = {10},
 journal = {関東甲信越英語教育学会研究紀要},
 month = {},
 note = {This paper attempts to show teacher correction can and should playa greater role in elevating learners' writing quality than has been implied by previous studies in this field. It was hypothesized that (0 teacher corrections could be made more effective by follow-up instructions from the teacher, and (2) teacher correction often does not discourage learners. Forty EFL Japanese students (ages 15-16) wrote a summary of a narrative, which was edited and corrected by the teacher. The students were then divided into two homogenious groups of twenty based on the quality of the first draft.
After the corrected drafts were returned, one group was instructed to submit second drafts incorporating all the corrections, while the other group received no further instructions. One week later, both groups were made to write a summary of the same narrative again without prior notice. Also a questionnaire survey was conducted to examine the learners' attitude toward having their writings corrected by the teacher. The results supported both hypotheses above. Implications for the classroom are discussed in detail., text, application/pdf},
 pages = {25--33},
 title = {ライティング指導における教師の添削の効果の過小評価に対する警鐘－パイロット･スタディの結果を参考に－},
 year = {1996},
 yomi = {シズカ, テツヒト}
}