Approaching error in foreign language teaching (Italian) applying the communicative method

Sketching out a list of the most famous linguists who devoted themselves to study errors and tried to treat them between the ‘60s up to 2018 this paper deals with the questions that arise when a teacher of  Italian as Foreign Language starts considering a few Russian students’ frequent errors in learning the language. Should errors be corrected? If so, which ones? When? How? and also Who should correct them? Then the study briefly focuses on a couple of differences between Italian and Russian morphosyntax. As a result, they make students who belong to 3 different levels of the Common European Framework to commit errors in written/oral exercises. Lastly it is explained the way students' errors can be approached through communicative teaching. Our mother tongue or the influence of another language, no matter how well we know it, along with our motivation, self-esteem, emotionalism and other psychological elements affect errors. What is more, we can say that even the teachers' clarity of explanation, their empathy, right timing in error correction, tone of voice, as well as knowledge sharing among peers, a non-judgmental and cooperative environment account for the student’s learning and error approach.