Corrective feedback has been the focus of SLA research in recent years and has become an important element in learners' language acquisition. Ellis (1994) defines feedback as “information given to learners which they can use to revise their interlanguage”. It also distinguishes between two different types of feedback, positive feedback and negative feedback; Positive feedback concerns information that indicates that a hypothesis is incorrect. Ellis also mentioned other forms of feedback such as direct or corrective feedback, indirect feedback or request for conformation, recorded on record which provides "direct negative evidence", and off-record which provides "indirect negative feedback » ; Negative evidence or comments relate to information about ungrammaticality. If the corrective feedback is large enough to allow learners to notice the discrepancy between their interlanguage forms and their target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar. (Ellis, 1994). Chaudron (1988) emphasized that corrective feedback integrates different layers of meaning. Chaudron considers that the treatment of errors is simply “any behavior of the teacher following an error which at least attempts to inform the learner of the fact of the error” and finally “there is “the real” correction which succeeds in modifying the learner's interlanguage so that the error is eliminated. of subsequent production. According to Chaudron cited in El Tatawy (2002), the information that learners obtain from corrective feedback allows them to “confirm, refute and possibly modify the hypothetical and transitional rules of their developing grammars. » Lightbown and Spada (1999) cited in El Tatawy (2002) define corrective feedback as: “Any indication given to learners that their use of the target language is incorrect. » Schachter (1991) cited in El Tatawy (2001) stated that feedback can be explicit, a grammatical explanation or obvious error correction, or implicit. Implicit correction can be done using the following techniques: “confirmation checks, repetitions, recasts, requests for clarification, silence, and even facial expressions expressing confusion.” (Schachter (1991) cited in El Tatawy (2001))Tedick and Gortari (1998) summarize different types of corrective feedback:1. Explicit correction. When the teacher provides direct corrective feedback to the learner after the learner has made errors: [...] the coyote, the bison and the gr...grane. (phonological error)T: And the crane. We say crane.2. Redesign. The teacher indirectly provides corrective feedback to learners, but tries to rephrase the statement. S: You are a very good teacher. (grammatical error)T: You are a good teacher. Good.3. Request for clarification. The teacher uses phrases such as “Excuse me?