In ESL classroom,it is unavoidable for students,as non-native speakers,to make errors or mistakes in speaking,writing,listening and reading while they are learning English.Edge (1989) points out that “making mistakes is a part of learning”.And he further states that more and more people agree with the idea that “correction is a part of teaching”(Edge J,1989).If his statements are true,we may ask how the two of them go together since students and teachers are the two main inter-participants in classroom.Before answering the question,we have to face the reality that has been described by Bartram and Walton(1991).They cited a figure from David Nunan(1991): “in research done into the decisions made by teachers in the classroom,Nunan has found that relatively few of their decisions concern mistakes and mistake-management.Only 4%of all pedagogical decisions are to do with correction and feedback”.In such a critical situation,how to re-evaluate error correction becomes more important as it plays an indispensable part of language teaching.And for language teachers,how to feed back the error correction to students is another crucial point.Therefore,this project aims to briefly investigate the types of error correction through several examples and gives an advice to language teachers while they are making feedback. In ESL classroom, it is unavoidable for students, as non-native speakers, to make errors or mistakes in speaking, writing, listening and reading while they are learning English.Edge (1989) points out that “making mistakes is a part of Learning”.And he further states that more and more people agree with the idea that “correction is a part of teaching”(Edge J,1989).If his statements are true,we may ask how the two of them go Together since students and teachers are the two main inter-participants in classroom.Before answering the question, we have to face the reality that has been described by Bartram and Walton(1991). They cited a figure from David Nunan(1991): “in research done into the decisions made by teachers in the classroom,Nunan has found that relatively few of their decisions concern mistakes and mistake-management.Only 4% of all pedagogical decisions are to do with correction and feedback”.In such a Critical situation,how to re-evaluate error correction becomes more important as It plays an indispensable part of language teaching.And for language teachers, how to feed back the error correction to students is south of the world, this project aims to briefly investigate the types of error correction through several examples and gives an advice to language Teachers while they are making feedback.