In modern linguistics, the phenomenon of mistakes in oral and written speech of students learning a foreign language is actively studied.Mistakes are viewed as a necessary component of the learning process and evidence of progress stages in language acquisition.This approach is based on the understanding that mistakes are the result of a cognitive process where students use various strategies to solve language tasks and test their hypotheses about language rules.The concept of mistake in linguistics is interpreted by various researchers who distinguish pre-systematic, systematic, and post-systematic mistakes.Pre-systematic mistakes occur due to lack of knowledge of a specific language norm, systematic mistakes effectively -due to incorrect use of known rules, and post-systematic mistakes -due to inconsistency in rule application.This classification approach allows teachers to influence effectively the mistake correction process.The main sources of mistakes include interlingual and intralingual influences.Interlingual mistakes arise from the influence of native language structures on the target language and can manifest in various aspects, including phonology, morphology, and grammar.Intralingual mistakes result from insufficient knowledge of target language rules and may include incorrect application of grammatical structures and selection of inappropriate lexical units.Research has also revealed that mistakes in students' written works have different types, such as mistakes in grammar, vocabulary, and sentence structure.This confirms the need for an individual approach to mistake correction depending on their type and context.In summary, the research shows that understanding the nature of mistakes helps implement effective teaching and correction strategies, contributing to a more successful process of foreign language acquisition by students.