Abstract
Learners commonly derive vocabulary and grammar from teachers regardless of the teaching method, the learning environment, or the learner's abilities. In some cases, however, the teacher cannot understand a learner's utterance or does not respond to the learner's request. In such cases, the utterance is corrected by the learner, and the vocabulary or grammar is again derived from the teacher. In this paper, through an analysis of the interactions between learners and teachers, I report on the methods of self-correction used by learners.
