The way of regarding errors has affected almost all aspects of teacher’s performance as well as behaviour in the classroom and continuesto do so.
* The use of almost only controlled activities to the use of freer ones.
* Linear approaches to cyclical ones.
* Meaningless situations to meaningful ones.
*Controlled and graded exposure to the target language to almost unlimited and non-graded one.
* Non-creative students’ production to free and spontaneous ones.
* Teacher centered syllabus andactivities to student centered ones.
* More emphasis on accuracy to more emphasis on use for communication.
* The use of non-authentic and uninteresting material to the use of authentic and moreinteresting one.
* no need for error analysis and remedial work to analyse errors in detail and developing effective remedial strategies.
* Nowadays teachers update and study teaching trendsconstantly. It is logical to assume that in the light of all the divergences of opinion and discrepancies among theorists, teachers are confused about what, how and when to do things in the classroom.i.e. error making plays an important role in the teaching-learning, but there are instances in which avoiding error is useful.
* Further research and changes should be welcome and encouraged, asthey would create new possibilities to meet students requirements.
* The study of errors has proved to very useful
* to help teachers understand why learners do
* faultyconclusions . Practical application of this
* knowledge will help learners to arrive at correct conclusions.
* In order to suggest a model for the English Language teacher’s attitude towarderrors at different stages of teaching and at different levels we should:
* Analyse the nature and characteristics of errors that most generally occur in manipulation (use), structure (form) or...