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The practice of oral grammar correction continues to receive wide acceptance in language classrooms. In this paper I argue that this acceptance is not justified. Teachers and students who take correction seriously face overwhelming problems, both in making the corrections effective and in dealing with the harmful side effects of the practice. Research evidence points to the conclusion that oral correction does not improve learners' ability to speak grammatically. No good reasons have been advanced for maintaining the practice. For these reasons, language teachers should seriously consider the option of abandoning oral grammar correction altogether.
John Truscott (1999) studied this question.