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content (by saying “good” and “ambitious” in turn3),withholding the explicit comment on the grammatical form. This implicit correct proved to be effective in this example: the student produced the correct response (turn 5). While reformulating the students utterance (turn 3), I stressed the changed part to get the student to notice the gap between her interlanguage form and the target form, and gave a positive feedback for the content of her utterance to prevent the student from feeling frustrated at her attempt to use the target language. After that, I asked “what else” to get her to produce more utterance within the similar topic, which actually gave her opportunity to modify her utterance. Through this supportive way, the interaction was sustained and the student was encouraged to modify her ‘transitional’ rules of her developing grammar, which would facilitate her language learning and enhance her affect as well. Besides the teacher-correction method, teacher can also ask students to correct their own errors. C. The teacher plays an important role as scaffolder to encourage students to correct their own errors. By encouraging students to correct errors by themselves, teacher can invite students’ active participation in the problem solving process so that students will produce more output and feel more confident in controlling of their errors. During this process, teacher plays a crucial role because they have to assist the students’ self-correcting in an appropriate way. Teachers can ask students to correct the errors in an explicit but non-threatening way or they can achieve by some implicit methods. One common way for indirect method is simply asking the students to repeat his or her own utterance. However, sometimes the general questioning will not elicit the correct one, so the teacher needs to act as a “scaffolder” by indicating the location or the nature of the error. Excerpt 3 shows teacher’s indication through a half-said sentence. Excerpt 3 1.T: What's your New Year's resolution? 2.M13: I hope I can pass all the exams. 3.T: Ok, good, what else? 4.M13: Then second, en.. I , I will try my best to let our class become, become more and more better . 5.T: What? 6.M13: En, As a monitor, I think I will try best to let our class become more and more better. 7.T: Become more and more 8.M13: Better, oh. no, er, better and better. In this example, the student failed to correct the error at first ( turn 6) as he took my implicit correction (turn 5) for making the meaning clearly. So I scaffolded him to locate the error by repeating part of his wrong utterance. Then through his own repetition of the rest of the error, he noticed the difference between his erroneous form and the target form and finally modified his speech by himself. The teacher can also indicate the nature of the error made to help the students to notice the gap, for example, in excerpt 3, the teacher could also tell the student “here should be the subjunctive mood” to ask the students to correct the error. D. Students’ individualities and ZPD should be concerned So far as concerned, different methods of error correction scaffolds students linguistically and affectively in their language performance. However, teachers should also take Students’ individualities into consideration when they decide which method is the appropriate to choose. For example, the positive feedbacks in “sandwich” method are especially useful for low-achieving students and