Résumé:
The present study covers a general overview about error and error correction during spoken practice. It aims at eliciting the types of oral corrective feedback that was used by oral expression teachers and mostly preferred by students at the Tassoust University.The sample consisted of 60 second year LMD students and 08 teachers of oral expression course at the university of Mohamed El-Saddik Ben Yahia, TassoustThe dissertation discusses the results of three data instruments: a teacher’s preference elicitation questionnaire, a student’s preference elicitation questionnaire, and a classroom observation checklist. Then the results have been processed to test the hypotheses that: Teachers of English at the Tassoust University use different types of oral corrective techniques. It was also hypothesized that there would be a significance difference between these teachers’ attitudes about oral corrective feedback and their actual practice. The data has been analyzed and all the hypotheses have been proved to be positive. The results obtained from classroom observation have shown that recast is the most frequently used feedback method; this indicates that there are differences between teachers’ beliefs about their feedback strategies and the observation result
