A review of literature on error correction shows a lack of agreement on the benefits of error correction in second language learning and confusion on which errors to correct and the approach to take to correction of both oral and written language. This monograph deals with these problems and provides examples of techniques in English, French, German, and Spanish. The chapter on selection of errors to correct presents 15 areas research has suggested and proposes a system for choosing errors for correction based on the criteria of comprehensibility, frequency, pedagogical focus, and individual student concerns. With regard to techniques for correcting oral work, there is general agreement that the approach should be positive. Within this perspective, a number of techniques are suggested for oral correction under the headings of self-correction, peer-correction and teacher-correction. The same categories are used to discuss techniques for correcting compositions and other written work. Appendices include a checklist of frequent errors made by ESL students, a list of points to aid essay-writers, and two composition check-lists. A list of references completes the volume. (AMH)