区分日语学习者写作中的语法错误与表达不自然，提供精准教学反馈。
Accurate but Natural? Diagnosing Grammatical and Idiomatic Gaps in Japanese EFL Writing
- 用分层大模型修正管道分离语法错误和表达不自然。
- 发现冠词、第三人称单数等语法错误率高，而-ing形式使用不足。
- 适合语言教师用于诊断学习者具体问题类型，针对性指导。
二语写作研究将语法准确性与母语化表达自然度区分开来，但自动写作评估常混淆二者。本研究构建分层LLM修正流程，对120名日本初中生的3,830份英语写作样本进行字面纠错与表达优化。基于正则表达式规则的CEFR-J语法提取器，量化两个诊断指标：准确度缺口（尝试但错误使用的结构）与表达自然度缺口（相对于母语规范的使用不足或过度）。结果显示：定冠词、第三人称单数- s 和情态动词（would, could）存在显著准确度问题；-ing形式和虚拟语气情态动词（would）出现最大自然度缺失，而一般现在时动词、主谓宾结构及情态动词can则表现出最明显的过度使用。二维教学类型图将错误率与自然度缺口结合，区分出语法正确但过度使用、复杂结构回避或错误频发等问题，支持教师判断学习者困难源于执行不准、结构回避还是母语迁移依赖，从而实现基于证据的个性化干预。
原文摘要 · Abstract (English)
Second language writing research distinguishes grammatical accuracy from native-like idiomaticity, yet automated writing evaluation often conflates these dimensions. This study introduces a layered LLM-correction pipeline that isolates structural errors from unnaturalness by generating literal error corrections and idiomatic revisions for 3,830 English writing samples from 120 Japanese junior high school students. Applying the regex-based CEFR-J grammar extractor, we quantify two diagnostic measures: accuracy gaps (structures attempted but incorrectly produced) and idiomatic gaps (grammatically correct structures underused or overused relative to native norms). Results reveal distinct patterns: definite articles, third-person singular -s, and modals (would, could) exhibit significant accuracy difficulties, while -ing forms and hypothetical modals (would) show the largest idiomatic underuse, with simple present verbs, subject-verb-object patterns, and modal can conversely exhibiting the most pronounced overuse. A two-dimensional instructional typology maps error rates against idiomatic gaps, distinguishing accurate but overused grammar items from error-prone or avoided complex forms requiring targeted production practice. This framework advances pedagogical feedback by enabling teachers to diagnose whether learner difficulties arise from inaccurate execution, structural avoidance, or L1-mapped overreliance, supporting evidence-based interventions tailored to the specific needs of each learner.
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