Oral Error Treatment in the Second Language Classroom

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The paper explores critical questions regarding the correction of learner errors in English language pedagogy. It examines when and which errors should be addressed, the role of the teacher in this process, and the methods of correction. By referencing Hendrickson's inquiries, the study emphasizes the complex, immediate decisions teachers face in response to student mistakes, highlighting the importance of effective error correction in the learning process. The analysis is grounded in didactic principles and aims to enhance teaching strategies.