They argue that the so-called preference for self-repair in fact results from the too broad definition of 搑epair? which covers many other phenomena apart from the correction of real mistakes.

Language teachers in their everyday teaching practice frequently observe self-repair behavior of L2 learners in their L2 speech production.

According to the eonstructivism and language input and output hypotheses,the author designed an autonomous learning model for College English which includes three parts"listening immersion+oral imitation +recording and self-correction".

The purpose of this paper is to investigate to what degree teachers cues or hints help their students correct their own errors in Chinese-English translation,and what kinds of cues are more effective in self-correction.

This paper,through a case study,analyzes the feasibility of students self-correction writing technique and argues that most errors can be self-corrected;meanwhile,teachers role cannot be ignored,the clearer the teachers instructions are made to students,the better the st.

In this paper the forming reason of the the error is analyzed and the theory foundation to solve the problem and the automatic correct method are discussed.