This study was carried out in order to investigate error management in EFL (English as a foreign language) classes and its implications for the teaching and learning process. In its first stage, this investigation aimed at assessing how the participants perceived error and its correction in the classroom as well as describing the main characteristics of learners´ interlanguages. The second stage presented an intervention plan for treating the most recurrent errors by means of pedagogical actions which exhibit characteristics of focus on form (FonF) and which foster negotiation of certain linguistic aspects. Data was collected by means of interviews, questionnaires, audiovisual recordings, class observation, field notes and diaries, viewing sessions with learners and discussion sessions with the teacher in a cyclical and continuous process, in order to provide a basis for decision-making during the intervention process. It was found that some corrective feedback moves which foster negotiation of form proved to be useful tools in helping learners notice a gap in their interlanguages and make an effort to correct their own errors in oral performance. In this process, the teacher´s role was believed to be extremely significant in providing relevant scaffolded help. Moreover, the complementary aspect of both focus focus on form x focus on message was considered extremely relevant to instructed teaching and learning process.
error management; teaching and learning; foreign language
