抄録
This study analyzed error correction difficulties among learners and the role of teacher's support through peer response. The second and third drafts, after peer response and teacher's feedback respectively, were examined. It was shown that grammatical corrections were difficult in the following order: (1) conjunctions, (2) particles, (3) transitive/ intransitive verbs, complex particles. Moreover, rewriting was difficult in the following order: (1) avoiding same expressions (word/phrase level), (2) rewriting for comprehensibility (word/phrase level), (3) rewriting with more relation to the entire composition (sentence/paragraph level). Teachers should thoroughly understand error correction difficulties among learners and gradually instruct students when necessary.
