The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?)

• Published in: Journal of second language writing Vol. 13; no. 1; pp. 49 - 62
• Main Author: Ferris, Dana R.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.03.2004; Elsevier
• Subjects: Educational Research; Error Analysis; Error Analysis (Language); Error Correction; Error treatment; Feedback; Grammar; Grammar correction; Grammar Instruction; L2 writing; Language Teaching Methods; Pedagogical Content Knowledge; Predictive Measurement; Second Language Instruction; Self Efficacy; Teaching Methods; Writing (Composition); Writing Instruction; Writing Teachers; Written Language Instruction; Grammar correction; Error correction; Error treatment; L2 writing
• ISSN: 1060-3743; 1873-1422
• DOI: 10.1016/j.jslw.2004.04.005

The efficacy of teacher error/grammar correction in second language writing classes has been the subject of much controversy, including a published debate in an earlier volume of this journal [J. Second Language Writing 8 (1999) 1; J. Second Language Writing 8 (1999) 111]. In this paper, the state-of-the-art in error correction research in L2 writing is described (“Where are we?”), directions for future research are outlined (“Where do we go from here?”) and implications for current L2 composition pedagogy are suggested (“What do we do in the meantime?”). The primary thesis of the paper is that, despite the published debate and several decades of research activity in this area, we are virtually at Square One, as the existing research base is incomplete and inconsistent, and it would certainly be premature to formulate any conclusions about this topic. Thus, findings from previous research on this controversial yet ubiquitous pedagogical issue are recast as “predictions” about what future research might discover, rather than “conclusions” about what the previous research shows us.