Errors and mistakes, the natural gift to learners in language learning

Making mistakes or creating errors is unavoidable in language learning. It is also considered an integral part of the student’s interlanguage and a catalyst for route, rate, and success of second language acquisition, helping students reshape full development of linguistic properties. This paper aims to review the literature to technically distinguish errors from mistakes. Also, it looks into the grounded theoretical foundations of error analysis, contrastive analysis, and behaviorist learning theory in order to help a more comprehensive understanding of sources and types and classifications of errors and mistakes production. The research results indicate that mistakes are produced when the learner knows but fails to use it in learning the target language, whereas errors are the result of systematic competence (ability to use language properties: sound, phonetics, and phonology), the learner’s system is incorrect, faulty actions not as planned in language production. In addition, mistakes and errors in language use can come from lack of attention (e.g., slips, lapses), ungrammaticalities (e.g., cognitive failures, broken down language system), or from the presence of interference (called proactive inhibition), or negative transfer of the first language habits or failures of overcoming proactive inhibition. Some pedagogical implications empowering teachers’ roles, teaching methods, and strategies are implemented. Besides, positive feedback and frequent practice are two of the most intelligent choices for error treatment and mistake avoidance; this couple could help to facilitate rapid and easy language learning.