Error correction is a mayor area of interest within the field of second language (L2) teaching and learning. Students' position towards the concept of error and its presence in written productions has been analysed throughout the history of L2. Researchers' main concern about the issue of error has been conducted through students' attitudes towards error and the different strategies they use to avoid it in their L2 written productions. By contrast, recent studies investigating error treatment have heightened the need for teachers to focus their attention in showing a positive attitude towards error and error correction. In this respect, the analysis of teacher´s attitude towards errors is an issue that needs to be taken into account. In this regard, we adopt Alfieri Lane's (1997: 5) perspective, who stated that “it would be useful to understand teacher’s own ideas and attitudes on error correction since they are the ones who observe their student’s performance daily”. Moreover, when correcting students' written productions, L2 teachers would need to take into consideration a number of factors such as types of errors that need to be corrected, best ways to respond to those errors, type of error correction that may be used, educational consequences following teacher intervention, etc. This paper will review research conducted on the complexity of error correction. It also emphasizes the importance of both teachers and students showing a positive attitude towards error in L2 written productions