Although oral error correction in the foreign-language classroom did not become the focus of empirical research until relatively late, a number of studies have now been publishes:
- descriptively oriented studies of the wide variety of forms and structure of error-correction sequences as well as learner / teacher attitudes;
- studies on the effect of oral correction based on different success criteria (learner perception of correction, direct learner response, correct use in a later test).
The following article looks at the learning theory background, central issues and main findings of the different groups of studies. A critical appraisal of the different research methods used is an additional focus. Finally, an outline will be given of possible areas of future research.