Faculty department

CONCLUSION
In my research project, I made a detailed search on the internet and in the Metu library. I found lots of resources such as published articles, e-books, books, and journals on the topic of error correction and feedback in second language acquisition. According to my data sources, I understood that it was too general topic to study; thus, I narrowed down my topic to speech error correction and feedback in speaking. Then, I analysized all of the resources related to my research topic in a detailed way, eliminated some of the sources and decided on seven resources which consist of four published articles, one published journal, and two books. In my research source analysis, I tried to benefit from as many distinctive sources as possible so that I can study and discuss my research topic from different perspectives and sub-categories.
Error correction in speaking is a deep issue and requires a serious and careful treatment because each learner has different features and gives different reactions to the teachers’ error correction and feedback. The purpose of the communicative language class is to make the students use the language in a correct and fluent way. Therefore, teachers should be careful about error correction, make a clear distinction between global and local errors, and should be somewhat tolerant by considering the flow of the communication. We can say that they should behave selectively and constructively in speech error correction and giving feedback. We should have in mind that correcting too many errors may lead the learner to feel discouraged and lose the hope of communicative use of language, but ignoring their errors may cause fossilization of the errors. Therefore, attitude toward error correction has a determinative role in the success of error correction; thus, the teacher should give optimal feedback and they should provide the learner with a balanced feedback and error correction. Feedback has a crucial role in learners’ awareness of their errors and performance. However, immediate feedback or correction should be avoided so that the learner has the time to think on his/her error and to maintain the flow of communication. So, feedbackshouldbegivenafterthelearner’sperformance.