Teachers’ Oral Error Correction in Algerian EFL Classrooms

Abstract

The largest part of the time spent in our daily life communication is attributed to speaking. This skill allows the transmission of ideas, feelings, attitudes and information to the hearer through speech. It is in fact very crucial for any language learning efficiency development. However, expressing oneself orally sometimes constitutes a source of frustration for EFL learners as it is very demanding and requires the teachers’ intervention whenever errors are made. Therefore, with the perspective to promote the target language learning and assist students in their learning process, the strategies used by teachers to give their feedback about oral errors at the level of the language classroom constitutes the object of this study.