Abstract:

Error correction and its importance in the foreign language classroom have received considerable attention during the past decades. According to Corder (1967), correcting learners' errors is substantial in three different ways: First, they tell the teacher about the progress of the learner, and therefore what remains to be learnt. Second, they supply evidence of how a language is acquired and what strategies the learner employs in learning a language. Thirdly, they are indisputable to the learning process because making errors is regarded as a device the learner uses in order to learn. The present paper aims at highlighting fundamental background studies done in the fıeld of Error Analysis. It also tries to help EFL teachers and educators to become familiar with the most frequent errors committed by EFL learners and lead language practicioners to consider some very imporatant issues about understanding the signifıcance of Error Correction in the process of second language acquisition such as: how much correction should be made, at what phases the teacher should correct the error and how the teacher can correct the learner w,thout de-motivatmg h.m/her.

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