Attitudes towards errors in language learning are changing as a result of recent contributions coming from the field of pedagogical grammar, which take into consideration notions of error analysis, contrastive analysis and the study of interlanguage. Errors, we argue, should be considered as opportunities to develop learners’ language awareness to further their learning, and as instances for teachers to design more effective remedial work. Through the analysis of a learner’s written assignment, Corder’s (1967a) model of errors analysis is applied in order to identify errors leading to develop an understanding of the reasons behind the occurrence of inconsistencies produced by a speaker of Arabic learning English as a foreign language. Whilst the results point to prevalent negative interferences between the two languages, the main outcome of the study is centred on the value of errors as opportunities for both learners and instructors and on the salient role of feedback
