Error Corrections In The English Language

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THE PROBLEM AND ITS BACKGROUND
Introduction
Error treatment is a complex phenomenon and it is important to note that error correction is a subcategory of error treatment. Brown (2007) clarifies this, such that “Error treatment encompasses a wide range of options, one of which – at the extreme end of a continuum – may be considered to be a correction” (p. 348). Richards and Schmidt (2010) define error correction as “strategies used by a teacher or more advanced learner to correct errors in a learner’s speech” (p. 185). Corrective feedback is a means of offering modified input to students which could consequently lead to modified output by the students. Corrective feedback may be referred to as negative feedback, negotiated help or error correction.
Students’ have individual differences from each other personality, attitude, interest, learning styles, language proficiency, cognitive abilities and so on. Hence, studying the English language is quite difficult. It is normal for anyone who learned the Second language to make mistakes
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According to Amara (2015), it is “seen as a form of feedback given to learners on their language use”. Correcting students’ error is considered indisputable, it is significantly important as errors help in telling the teacher about the progress of the student, what needs to errors further and what strategies the students use in learning. In order to help learners develop their inter-language system, errors should be corrected (Ellis and Shintani, 2014). Corrective feedback is a response to learners’ utterances that contain errors, with the aim of making learners aware that they did not produce the target form correctly (Ellis and Shintani, 2014). This type of feedback differs according to the aim of the activity, whether it is fluency or accuracy. While the form is supposed to develop language fluency, the letter seeks to ensure correctness (Harmer,

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