Error analysis and the needful correction have become the most talked issue in the present world of teaching English as a second or foreign language. Only ‘mutual intelligibility’ or mere communication through English has become most outdated considering the present competitive world where ‘perfection’ in any foreign language skill is the demand. The ‘practice makes one perfect’ motto of the audio-lingual approach between the 1950 s and 1960 s (Hendrickson, 1976) gave birth to incomplete speakers who produced errorless responses through the pattern drills but developed poor communicative competence. With the passing of time, other approaches (like structuralist and behaviorist) to language learning emerged and the attitude towards language learners and treatment of errors also underwent subsequent change. The newly emerged communicative approach of language teaching has made the situation for error correction more perplexing. The motto of the communicative approach: “Get your students to communicate at all costs” stretches the students and virtually guarantees that they will make errors (Mendelsohn 1990). Time and again, many linguistics and theorists have addressed this issue of error correction mostly in teaching reading and writing, but few have addressed error correction in the spoken language. Therefore, this article aims at proposing to remodel some of the existing and some new techniques which the researcher thinks would make them more effective, practical and usable in our English language classes.