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hor for the “positive – negative –positive” method. Positive feedbacks are provided before and after negative feedback to create a warm climate for error correction in classroom and encourage students to produce more output without fear of making errors. Excerpt 1 1.T: …and wasn’t the slightest bit shy, not the slightest, what does it mean here? Can you guess? F2, please. 2.F2: [Silence] 3.T: It means I was shy or not shy? 4.F2: I don’t know. 5.T: Ok, I think the phrase is a little bit complicated for you, but can you guess its meaning from the context? “I was bragging and I wasn’t the slightest bit shy or self-restrained”, do you remember the meaning of “brag”? 6.F2: Talk something big . 7.T: Good, the meaning is right, but please don’t add “something”, it is a fixed phrase here, talk big. 8.F2: Talk big. 9.T: Good, Exactly, so if someone likes to talk big, is he a shy person or not? 10.F2: Not shy. 11.T: Ok, very good. and here, “not the slightest bit” contains the negative meaning “ not at all”, so “not the slightest bit shy” means 12.F2: Not shy at all. 13.T: Exactly. So you see you are capable of guessing the unfamiliar words form the context! And next time when you meet some difficult words in reading, just try this way, ok? 14.F2: Ok. In excerpt 1, when the student made an error (turn 6), I first acknowledged that “Good, the meaning is right”, then I corrected her errors to remind her of the difference between her hypothesis and target language (turn 7). After she realized the gap (turn 8), I gave her a positive feedback to reinforce the correct one as well as to prevent her form being discouraged by the negative feedback before (turn 9). Besides, the whole process of excerpt 1 can be regarded as a “positive- negative-positive” one: when the student failed to answer the questions for twice, I helped her to control the frustration by telling her it was due to the complexity of the phrase rather than her English level (turn 5) , then I scaffolded her to overcome the difficulty by providing her more clues (turns 5, 7, 9, 11), and at last I gave her the praise to encourage her to try this way to solve the problem by herself in the future. Therefore, the supportive feedbacks in the whole process created a positively affective environment for the students to produce the correct answer, develop cognition and become more confident in solving the problem independently in the future. Another method to avoid the negative effect of error correction is to provide error correction in an implicit way. B. Implicit but tactic correction of students’ errors can avoid negative effect while helping L2 learning. As mentioned above, too many negative evaluations can lead to the frustration among students and influence their efforts to attempt revision of their production, so the teacher may correct the errors in a more implicit way to withhold overt negative evaluation of linguistic form. For example, Excerpt 2 1.T: Do you have any wishes on your birthday today? 2.F15: Yes, I wish I will pass pass CET-6. 3.T: Ok, you wish you would [stressed and paused], pass CET-6. good, ambitious. What else? 4.F15 I wish, I would be happy everyday. 5.T: Ok, that’s very good, I hope so, happy birthday and happy everyday. 6.F15: Thank you. This example is a teacher correction in an implicit way, in which I corrected the student’s error by recast, that is, I repeated her original meaning with changed form (turn 3) and I responded to the