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p;Errors  will  be  made regularly  and  frequently;  while  mistake  is  accidental  and  irregular,  it  is  often  not  because  of the lack of language competence, but because of the limited time or tension, stress and other objective  conditions,  native  speaker’s  slip  of  the  tongue  is  a  typical  example.  In  this  study, error and mistake are not distinguished. 
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2.2 Studies on CF Abroad and at Home  
Because  of  the  significance  of  CF  for  language  learning,  a  large  number  of  researchers have  conducted  descriptive  and  empirical  studies  on  it.  The  following  sections  introduce  a relevant review of the major researches on CF both abroad and at home, and make a summary about their findings. In  language  teaching  classroom,  the  CF  refers  to  the  teacher’s  response  to  learners’ language  errors,  including  correction  of  student  errors  directly,  objections  to  their  errors  or requiring  students  to  improve  their  own  language.  In  the  1990s,  with  the  development  of cognitive theory, researchers realized that CF and focusing on linguistic form may be helpful to  promote  SLA.  The  main  research  shows  that  teacher’s  CF  can  give  students  more opportunities to pay attention to their language form (Long, 1996), so that students can notice the  differences  between  interlanguage  and  target  language  (Schmidt,  1990),  and  causing students  to  give  more  responses  (Swain,  1985),  so  as  to  promote  the  development  of  their interlanguage. Scholars  have  held  different  views  on  the  effect  of  CF  for  a  long  time.  Krashen  (1985) pointed out that CF can put learners in a state of self-defense, they will focus on the language form  rather  than  the  meaning  in  order  to  avoid  using  complex  structures,  which  is  not conducive to language acquisition. Therefore, teachers should try to avoid correcting learner’s errors. In contrast, Schmidt & Frota (1986) argued that any learner’s language output is also the  input  of  the  whole  class.  If  the  teacher  does  not  correct  the  learner’s  errors  in  time,  the student and other learners will believe that the expression is correct, and the wrong language form will be internalized. 
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Chapter III Theoretical Rationale ............. 14 
3.1 Interaction Hypothesis ....... 14 
3.2 Noticing Hypothesis .......... 16 
3.3 The Output Hypothesis ...... 17 
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