Asieh Amini - Ferdowsi University of Mashhad

Error correction and its significance have gained considerable attention in teaching English as a foreign language, generally and in language classrooms in specific. The most frequent finding of all the conducted research present the insight that errors are a natural aspect of language learning process. Moreover, based on the majority of research, all has come up with agreements on a number of considerable findings. First, errors provide the teachers with helpful information about the mainstream of the learners’ development. Second, the process of error correction is affected by the teachers’ attitudes, and also type of exerted methodological approach. Third, the usefulness of teacher error correction can be an outstanding issue for the learner. The current study aims at reviewing fundamental background research conducted in the domain of language teaching. It also tries its best to enact a role as a guideline for EFL teachers and faculty members to get familiar with the mostcommon errors made by EFL learners, and finally it leads language practitioners to take into account how various types of error correction indifferent methodologies and approaches might be applied in classrooms with different conditions and needs.

error correction, L2 writing, error, methodological approaches