Résumé:
This dissertation is concerned with an investigation of university language learners of
English as regards their preferences concerning oral error correction. It also sheds some light
on university students‟ attitudes towards the correction of their spoken errors. It also deals
with the different types and sources of errors in general with special emphasis on attitudes
towards error correction related to the case of second year LMD students at Mostaganem
University. The study deals also with the nature of corrective feedback, its different types and
the role it plays in language learning.
The investigation conducted within this work, then, attempts to provide some answers to some
fundamental questions in error correction in relation to the question framework offered by
Hendrickson( (1978).These questions are: should learners‟ errors be corrected? If so when
should they be corrected, which ones should be corrected? How should they be corrected?
And finally who should correct learners‟ errors? The theoretical insights in the first chapter
are reinforced by an empirical work focusing on oral expression classes. Two questionnaires
are elaborated to determine both students‟ attitudes towards oral error correction and teachers‟
reflex ions about the students‟ oral errors and their preferred correction strategies. The main
aim behind this work is to attempt and bring some explanation to the issue of error correction
both to the students and teachers worry concerning oral expression module.
