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It is now generally accepted that language learners' errors play a crucial role in both the learning process, by allowing the learner to test his hypotheses s about the target language (TL), and in the teaching process, by supplying the teacher with information about what has or has not been mastered (Corder 1967). This approach to error does not accept the premise that all the learner's errors are due to interference only or that errors should be, where possible, either kept to a minimum or drilled out of existence.