Ask students to tape-record their own oral language. Then listen to these tapes on your own time and discuss the errors you hear during student-teacher conference time.

Make note of students' speech errors and incorporate the correct form in instruction.

Correct errors made in conversations as soon as they happen.

Create a learning environment that consists of a community of learners who will help each other in correcting their mistakes.

Correct the different forms of errors that they make all at the same time.

Have the student compare his own taped oral reading to a model tape or a tape produced by a more proficient peer.

Correcting form is more important than correcting meaning, so correct form.

Who thinks this: Errors in L2 production should not be corrected. They will go away naturally as acquisition proceeds. Actually, correcting errors may have a negative effect: raising the Affective Filter.

Errors in L2 production should be corrected. Since attention should be paid to detail, TESOLs don't want S to practice incorrect forms. However, mistakes probably won't happen if attention was paid to the details during the learning process.

Who thinks this: The only 2 types of feedback that should be given about errors in L2 production are (1) to let the NNS know whether or not he was understood and (2) indirect feedback that supplies vocab, grammar structure, or pronunciation help.

Who thinks this: No specific stance on correcting L2 production errors; however, LL should always be recalling what they already know (e.g., if they have learned a grammar rule already, remind them of it).

Who thinks this: It might be a good idea to correct L2 production errors. It may affect the rate of acculturation. In other words, a LL might feel more confident interacting with the new culture if he feels he has control over the language.

Who thinks this: L2 production errors should be corrected in order to avoid fossilization and to help students become aware of differences between their NL and the TL.

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