This study examines tutor-initiated error-correction sequences in one-to-one consultations for second language (L2) writing. Using conversation analysis (CA), the paper presents three examples illustrating what the tutor does to help tutees come up with solutions to grammar problems in their essays. The detailed analysis demonstrates how the tutor's directives to read in order to find and solve an L2 grammar issue, along with the tutees’ alignment, create opportunities for the tutees to self-correct. The study explores: (1) how the tutor's directive to read leads a tutee to self-correct; (2) how the tutor manages a tutee's resistance to a directive to read and trouble display through “narrowed-down support”; and (3) how the tutor manages a tutee's trouble display through multiple directives to read. The findings suggest pedagogically useful practices, and contribute to CA research on L2 writing consultations in general and the understanding of tutor-initiated error-correction sequences specifically.

本研究检查了导师在第二语言（L2）写作一对一咨询中发起的纠错序列。本文使用会话分析 (CA) 提供了三个示例，说明导师如何帮助学生找到论文中语法问题的解决方案。详细的分析展示了导师如何指导阅读以发现和解决第二语言语法问题，以及学生的对齐方式，如何为学生自我纠正创造机会。研究探讨：（1）导师的阅读指导如何引导学生自我纠正；（2）导师如何通过“缩小范围的支持”来管理学生对阅读指令的抵制和问题表现；(3)导师如何通过多种阅读指令来管理学生的问题表现。