Abstract:
Errors function as important links between teachers and students. In the attempt m teach a language n is vital for the teacher to be aware of how language is learn. The process of language leaning is currently recognized to be a creative construction process. Errors are a vital source of information in the language teaching process since they provide information about the language learning process by indicating the learner's innate strategies of learning. This is what is currently termed "Error Analysis" (EA). This paper discusses the significance of errors in second language acquisition. It attempts to elucidate both the theoretical and practical aspect of error analysis and is correspondingly divided into two parts. The first part of the paper focuses on the theoretical concepts, utility and limitations of error analysis. The second section concentrates on evaluation and feedback methodology by presenting a set of recommendations on error correction policy for teachers based on both EA research and the paper writer's contention.
