LEARNER ERRORS IN ENGLISH LANGUAGE ACQUISITION AND EFFECTIVE CORRECTIVE FEEDBACK STRATEGIES

Abstract

Error correction is an essential component of English language teaching and plays an important role in second language acquisition. This article discusses the nature of learner errors, their causes, and the significance of corrective feedback in the process of language learning. The present study is based on the analysis and synthesis of the existing research in the fields of Second Language Acquisition (SLA) and English Language Teaching (ELT). Three broad groups of learner errors, grammatical, lexical, and pronunciation errors, are given special attention since they are frequently met with in classroom practice and may affect both accuracy and communicative effectiveness. The article also examines the main reasons for error production, namely, first language interference, overgeneralization of language rules, developmental processes, and performance-based slips. The analysis demonstrates that learner errors are not simply indicators of failure, but rather indicators of the ongoing language expansion and development of interlanguage competence. Furthermore, the study emphasizes the importance of selecting appropriate correction strategies based on the type and origin of the error and the objectives of a given learning activity. The results suggest that successful error correction requires a balanced approach that considers both accuracy and fluency. Appropriate corrective feedback supports language development, promotes communicative competence, and fosters a positive learning environment that encourages active learner participation.