Errors occur when learners attempt language that is beyond their ability level and cannot self-correct, while slips result from temporary factors like fatigue and can be self-corrected. There are two main reasons for errors: first language interference and developmental errors from an incomplete language learning process. Developmental errors and interference errors may disappear over time with more exposure, but some can become "fossilized" if uncorrected. As a teacher, it is best to first allow students to self-correct, involve other students to comment before providing corrections, and have the original student practice the correct form.

1. The role of Error
By, Heba Ali

2. Mistakes are often divided into errors and slip. Errors
happen when learners try to say something that is beyond
their level of the language. Usually learners cannot correct
errors themselves because they don’t understand what is
wrong.
Slips are the result of tiredness, worry or other temporary
emotions or circumstances. These kinds of mistakes can be
corrected by learners once they realize they have made
them.
There are two main reasons why second learners make
errors;

3.  1- the influence of the learner’s first language to the
second language. This is called interference or transfer.
Learners may use the sound patterns or grammatical
structure from their own language in English.
 2- because learners are unconsciously working out and
organizing language , but this process is not yet
complete. This kind of error is called developmental
error. the learners who made this kind of errors are often
similar to those errors which made by a young first
language speakers as a part of their normal language
development.

4. Developmental errors and errors of interference can disappear
by themselves without correction, as the learner learns more
language. Sometimes errors do not disappear, but get
‘Fossilised’.
Fossilised errors are errors which a learner does not stop
making and last for a long time or even for ever, in the
learner’s foreign language use.
These Fossilised errors may be the result of lack of exposure to
the second language and of a learner’s lack of motivation to
improve their level of accuracy.

5.  As a teacher you would prefer to follow these tips when a
student make mistakes;
1- give the student the chance to correct themselves:-
Mistakes are of different kinds, some are only slips of the tongue,
something which the student knows and will usually get right;
some are the result of under-learning or over-learning and some
as a result of students who completely misunderstanding the
aspect of the language or the instructions of a particular
practice they are required to do.
But if the teacher jumps in immediately with a correction for the
previous points, the student will lose the opportunity for a real
understanding.

6. 2- Involve the class;
If the student is not able to provide self-correction the teacher
should invite other students in the class to comment before
providing the correct language, this way helps to keep all the
class involved.
By correcting each other it makes clear that language learning
for them is a corporate activity and it reduces the element of
teacher domination and over-zealous correction.
3- the student must use the correct language;
If a student made a mistake and another student provides the
correct answer, the teacher must invite the student who made
the mistake to say the complete the correct form.

7. The End of the session