Error Correction and LearnerPerceptions in L2 Spanish Writing
Terri A. Greenslade, J. César Félix‐Brasdefer · 2006
The skill of writing in a first (L1) or second language (L2) is a complex issue, as becoming a proficient writer entails mastering elements of content, style, and organization in addition to surface elements such as grammar, vocabulary, and the actual mechanics of writing. While surface errors are generally of secondary interest in L1 writing, they have been a focus of L2 writing research for some time. One important area of research in L2 writing is that of error/grammar correction, specifically, whether learners actually benefit from the feedback that they receive from instructors and which type of feedback is most effective. Despite the fact that research on this topic has been ongoing for many years, it appears that opinions on this question appear to be as polarized as ever (e.g., the debate between Ferris 1999, 2004 and Truscott 1996, 1999). In her recent article, Ferris (2004) articulates the issues that have contributed to this state of affairs. For example, the author reviews much of the literature on error correction in L2 and asserts that existing empirical studies are largely incomparable due to differences in subject characteristics (i.e., English as a Second Language [ESL] vs. English as a Foreign Language [EFL] vs. foreign language [FL] students in American colleges), size of samples and treatment groups, duration of studies, types of writing considered, and types of feedback provided to students, among other parameters. Despite these inconsistencies, Ferris highlights several error