Abstract
In language teaching, the treatment of errors states a thoughtful fact, which must be implemented, being a fundamental point of the didactic approach, not an objective in its own right. In reality, no one can learn a language or produce speeches without making mistakes. Once taken into account, how then could the teacher treat these errors? Isn’t there a perfect opportunity to discover the learning approaches and differentiating methods? How should the student understand where and why he is making a mistake? And to what extent does this allow him to identify his own functioning? Instead of the teacher just crossing out students’ mistakes with red, he must try to analyze their values, and determine their origins. But the consideration obviously does not stop there. Students must then become aware of their mistakes. How they committed them, and how they perceive them in their self-correction efforts. To facilitate this awareness among learners, the teacher must then set up situations creating socio-cognitive conflicts, by working on metacognition
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