Exploring the Perception of Oral Error Correction

The book is to investigate in the classroom environment second language learners’ and native English teachers’ attitudes towards error and error correction. The study considered the types of errors (grammatical lexical phonological and pragmatic errors); the types of corrective feedback (clarification request; repetition; explicit feedback; implicit feedback; elicitation; recast; meta-linguistic feedback; and no corrective feedback); the stages of when errors were corrected (as soon as they are made; after the learners finish speaking; after the activity; and at the end of the class) and the providers of corrective feedback (teachers; classmates; and learners themselves).