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o students and an inevitable part of learning. This is a very student-centered point of view and to teachers making mistakes sounds very normal and natural. The teacher’s role thus becomes more than just pointing out problems, but instead the teacher should encourage the students to enrich their language learning and take more learning steps. Correction of mistakes should therefore not aim at achieving perfect accuracy regardless of what ideas the students express, but on the contrary, correction of mistakes should be seen as giving information, feedback and support to the students’ learning, with full respect for the communication they have established. Once both teacher and students have acquired this attitude towards mistakes and correction, learning steps will truly be perceived as positive steps in the process of learning, and the rather negative attitude towards mistakes can hopefully be eliminated. Holding the developmental and student-centered point of view on mistakes and correction, the teacher may be challenged by how to put all this into practice in TT. Here two correcting strategies and three concrete skills are suggested according to the teaching aims. First, if the teaching purpose is to get students talking on a subject rather than a grammar practice activity, and that is when fluency or communication matters much more accuracy, no correction is necessary just like the following example. T: Do any of you have a pet at home? Ah...you have, Billy? B: Yes, er I have dog at home. Very big dog! It is nice, but once bit me here. T: Ouch, that must have hurt a lot. B: Yes, very pain. C: Yes, me too... er... have dog. It like my mum most. T: Thank you, Carol. Who else has got a pet? Given the fact that fluency is the focus, and that communication is taking place in a natural way, correction is to be avoided in this example. Second, if correction is advisable and necessary, a good teacher will, as a rule, only correct the mistake when the student who made it has finished speaking and that is delayed correction (Julian Edge, 1989:24) which is a very important correcting strategy. Both teachers and students should learn that delayed correction is a prerequisite to establishing real communication and hence real learning and therefore a must. Third, when correction becomes a necessity, three main correction skills will be considered (Julian Edge, 1989: 28-28) and they are self-correction, peer correction and teacher correction. And TT is certainly responsible for carrying out the task. The following examples are used to show the correction skills Self-correction: illustrated here means that the student comes up with the correction all on his own. This type of correction is considered the best way to have mistakes corrected. The function of TT in this case is restricted to a mere hinting at the fact that a mistake has been made. This can be done by a questioning look, a turning of the head, a prolonged pause, or the uttering of some mumbling sounds as ‘Er’, ‘Mmmm’, ‘Ahum’, etc. The student will interpret these hints as an indication that something has gone wrong, and consequently try to identify and correct the mistake all on his own. Peer correction: refers to the correction made by other students to help the student who made the mistake. A better way in asking others for assistance could be to repeat the question, to have another student repeat the first student's utterance in the correct fo