Corrective feedback has been the focus of SLA research in recent years and has become an important part of students' language acquisition. Ellis (1994) referred to feedback as “information provided to students that they can use to revise their interlanguage”. It also distinguishes two different types of feedback, positive and negative feedback; positive feedback deals with information that indicates that an assumption is incorrect. Ellis also mentioned other forms of feedback such as direct or corrective feedback, indirect feedback or the request for conformity, recorded feedback which provides "direct negative evidence" and off-record feedback which provides 'indirect negative feedback'; negative evidence or feedback has to do with information about ungrammaticality. If the corrective feedback is salient enough to allow learners to notice the gap between their interlingual forms and the target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar. (Ellis, 1994). Chaudron (1988) pointed out that corrective feedback incorporates several layers of meaning. Chaudron believes that error treatment is simply "any behavior of the teacher following an error that minimally attempts to inform the student of the fact of the error" and finally "there is the "true" correction that manages to modify the interlanguage of the student so that the error is eliminated from further production”. According to Chaudron, cited in El Tatawy (2002), the information that students obtain from corrective feedback allows them to “confirm, disconfirm and possibly modify the hypothetical transitional rules of the their developing grammars." Lightbown and Spada (1999) cited in El Tatawy (2002) define corrective feedback as: "Any indication to students that their use of the target language is incorrect." Schachter (1991) cited in El Tatawy (2001) stated that feedback can be explicit, i.e. grammatical explanation or obvious correction of errors, or implicit. Implicit correction can be done using the following techniques: “confirmation checks, repetitions, reformulations, requests for clarification, silence, and even facial expressions that express confusion.” (Schachter (1991) cited in El Tatawy (2001))Tedick and Gortari (1998) summarize different types of corrective feedback:1. Explicit fix. When the teacher provides direct corrective feedback to the student after he has made some mistake: [...] the coyote, the bison and the gr...grane. (phonological error) T: And the crane. Let's say crane.2. Recast. The teacher indirectly provides corrective feedback to the students, but tries to rephrase the statement. S: You are an excellent teacher. (grammatical error) T: You are a good teacher. Good.3. Request for clarification. The teacher uses some phrases like “Sorry?