Abstract Despite the efforts exerted on error correction by teachers and students during English for Academic Purposes (EAP) courses, the literature is split about whether such instruction succeeds in reducing grammatical and lexical errors in student writing. In this study, a longitudinal corpus of essays and reports collected at three key data points along a tertiary EAP course (pre-course, immediate post-course and final assessment) totalling 205,682 words was annotated for 12,996 errors across 10 grammatical and lexical error types. The results, including a mixed-effects linear model, showed a general significant decline in the number of errors produced over the duration of the course. However, closer examination revealed that the frequencies of the majority of individual lexical and grammatical error categories remained unchanged over time, despite specific out-of-class instruction on these errors as well as numerous occasions where teachers provided written corrective feedback. The overall usefulness of the error correction feedback and instruction resulting from the EAP course in question therefore remains inconclusive, although students and other stakeholders may still call for the inclusion of such feedback and instruction on EAP curricula.

中文翻译：

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EAP 编写指令是否减少了 L2 错误？来自 L2 EAP 论文和报告的纵向语料库的证据

摘要 尽管教师和学生在学术英语 (EAP) 课程中努力纠正错误，但关于此类教学是否成功减少学生写作中的语法和词汇错误的文献存在分歧。在这项研究中，在三级 EAP 课程（课前、课后即刻和期末评估）的三个关键数据点收集的论文和报告的纵向语料库总共 205,682 个单词，针对 10 种语法和词汇错误类型的 12,996 个错误进行了注释. 包括混合效应线性模型在内的结果表明，在课程期间产生的错误数量普遍显着下降。然而，更仔细的检查发现，大多数个别词汇和语法错误类别的频率随着时间的推移保持不变，尽管针对这些错误进行了特定的课外指导，并且教师提供了许多书面纠正反馈。因此，由所讨论的 EAP 课程产生的纠错反馈和指导的整体有用性仍然没有定论，尽管学生和其他利益相关者可能仍然要求将此类反馈和指导纳入 EAP 课程。