In a long period of time, we discovered that error was caused by ignorance. Although errors are always in learning, they do big play role and locate in an important aspect of modern didactic. The purpose of this research for educational students in learning French foreign language is to study the role of error at writing. In this instructional method, we worked on conjugation and the use of different forms of the tense. The main subject is this: there is an experimental didactic instruction for us which encounter impressive action toward error. The recent consequences demonstrated that in some method which coded in terms of social-constructivism model, the error can be disappeared easily rather than other models. That means the persistence of the errors were considerably low. In this method, teacher treats significantly with error, she confers it a particular status, in this way student fells less downgrading. In compeer to traditional methods which focuses on teaching repetitive grammar, as a result it cannot entirely guarantee student’s weaknesses and help them enhance, because the problem was not related to knowledge, it related to handling. We proposed to modify our perspective and study student’s writing, in addition their strategy and finally force them to participate in some mental activity. These results of research let us certify these hypothesis according to our experiment, those students who participated in this new pedagogy caused less errors rather than those students in traditional pedagogy.
