ABSTRACT

The effectiveness of grammar error correction in L2 writing class (or written corrective feedback) has been the subject of much controversy in recent years. On the one side, Truscott holds the view that grammar error correction is ineffective and should be abandoned. On the other side, scholars such as Ferris, Chandler, Ellis and Bruton argue that grammar error correction has benefits and should be maintained. Among all the debates, the one between Truscott and Bruton is very unique in that it has brought up many important questions regarding theoretical underpinnings, research design, ecological validity and logic reasoning, which were simply ignored in the other debates. Yet despite its importance, it has been given little attention. This paper discusses the process and the focus of the Truscott-Bruton debate, reflects upon their disagreements and potential common ground, thus providing implications for future research design and actual teaching practice.

Key words: Truscott; Bruton; L2 writing; error correction;

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One INTRODUCTION-1

Chapter Two AN OVERVIEW OF THE DEVELOPMENT OF THE DEBATE-2

Chapter Three FIRST FOCUS OF THE DEBATE

3.1 An Overview of Truscott’s Idea-3

3.2 Points of Departure-4

3.3 Bruton’s View of Process-Communicative Writing-5

3.4 Theoretical Divergence and Common Ground-8

Chapter Four SECOND FOCUS OF THE DEBATE-9

4.1 The Issue of Variability-10

4.2 The Issue of Ecological Validity-14

Chapter Five CONCLUSION-17

REFERENCES-19