First errors of learning are usually gigantic. Then, and gradually, they diminish as one benefits of his/her errors. In a later stage of learning foreign or second language, learners are expected to reach a native speaker’s competence or, at least, near that competence where errors are either eliminated or minimized to the extent that their impact on the learners' communication disappears, or they go unnoticed. But, unfortunately, the case with most of second language learners’ errors is not so. Errors, mistakes, slips and attempts, as Edge (1989) has classified and termed them, insist on staining foreign.
