This paper investigates the error analysis thought processes of foreign language learners regarding their written examples of the language under study, suggesting that consciousness plays a part in instructed second language acquisition. The study assumed that individual learners could offer insights into interim states of their developing grammar by commenting on their second language written productions. Data was gathered from one-on-one interviews with students, aged 15 years, who had been learning French for 4 years. Mistakes that were discussed with each student were taken from their own written compositions of approximately 120 words, which described a set of pictures that narrated a story. Core interview mistakes under discussion included use of verb tense, direct versus indirect pronoun, and the apostrophe; actual examples from the written exercise illustrate these "typical" mistakes. Insights gained from this study reveal that students have different reasoning from teachers about mistakes and how difficult it is for the teacher or researcher, who knows the language well, to see that language through the eyes of the learner. The study also revealed that the views of the learner can provide useful insights into language and learning. (Contains 22 references.) (NAV)