There are two contrasting views on the correction of errors produced by second language learners. One holds that every error has to be corrected. The other encourages more tolerance to the errors. Which side do you agree with? Please elaborate your opinion with concrete examples.
(1) In second language acquisition (SLA), language learners are inevitably prone to make errors. Errors usually arise from the learner's lack of knowledge; it represents a lack of competence. In other words, the leaner does not know the right form or is unable to use language correctly. However, errors are significant in telling the teacher what needs to be taught, in telling the researcher how learning proceeds and those errors are a means wherby learners test their hypotheses about the language to be learnt.
(2) As has been alleged above, errors serve as a hint for language teaching;therefore, it is necessary that teachers adopt an appropriate attitude towards errors.Teachers are supposed to treat errors according to different circumstances. As for those learners whose linguistic system remains unformed, teachers should point out errors,explain to them these errors and provide correct expressions. As for those learners in the process of formation of lingusitic system, teachers ought not to their errors much too early; instead, teachers are supposed to give a sound explaination so that learners can naturally understand the language rules comprehensively and make full use of those rules correctly. For the errors occuring when one's linguistic system has been formed, teacher might as well provide some hints or implications. If learners make too many errors,teachers are expected to offer more contexts and opportunities for them to practice the language, since actual use of language will ensure a better mastery of a language.
(3) Teachers are also required to take into account the learners' characteristics,psychological diathesis and other inner aspects. As for those learners with poor psychological diathesis, teachers should adopt indirect methods of guidance. In contrast to those with good one, errors can be pointed out boldly.
(4) In a word, errors made by language learners should never be imposed uniformity in all cases: under some circumstances, errors must be corrected at once, while they could be tolerated as well.