Editing Second language (section)

====Correction====
In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language, which is a significant difference between input and output. Children are exposed to a language environment of errors and lack of correction but they end up having the capacity to figure out the grammatical rules. Error correction does not seem to have a direct influence on learning a second language. Instruction may affect the rate of learning, but the stages remain the same. Adolescents and adults who know the rule are faster than those who do not.

In the learning of a second language the correction of errors remains a controversial topic with many differing schools of thought. Throughout the last century much advancement has been made in research on the correction of students' errors. In the 1950s and 1960s, the viewpoint of the day was that all errors must be corrected at all costs. Little thought went to students' feelings or self-esteem in regards to this constant correction.{{sfn|Russell|2009}}

In the 1970s, Dulay and Burt's studies showed that learners acquire grammar forms and structures in a pre-determined, inalterable order, and that teaching or correcting styles would not change that.{{sfn|Russell|2009}}

In 1977, Terrell"s studies showing that there were more factors to be considered in the classroom than the cognitive processing of the students.{{sfn|Russell|2009}} He contested that the affective side of students and their self-esteem were equally important to the teaching process.{{sfn|Russell|2009}}

In the 1980s, the strict grammar and corrective approach of the 1950s became obsolete. Researchers asserted that correction was often unnecessary and that instead of furthering students' learning it was hindering them. The main concern at this time was relieving student stress and creating a warm environment for them. Stephen Krashen was a big proponent in this hands-off approach to error correction.{{sfn|Russell|2009}}

The 1990s brought back the familiar idea that explicit grammar instruction and error correction was indeed useful for the SLA process. At this time, more research started to be undertaken to determine exactly which kinds of corrections are the most useful for students. In 1998, Lyster concluded that "recasts", the teacher repeating a student's incorrect utterance with the correct version, are not always the most useful because students do not notice the correction. His studies in 2002 showed that students learn better when teachers help students recognize and correct their own errors.{{sfn|Russell|2009}} Mackey, Gas and McDonough had similar findings in 2000 and attributed the success of this method to the student's active participation in the corrective processes.{{sfn|Russell|2009}}