Abstrakt:
This thesis deals with the issue of error treatment during classroom speaking activities. The theoretical part aims to find out whether, which, when, how, and by whom learner errors should be corrected, which is based on the attitude of professionals. The aim of the practical part is to find out how teachers treat different types of errors in spoken language and how learners react to different types of error treatment. The practical part is based on a research conducted in educational institutions.
