This work aims at analyzing meanings evoked by the signifier error in EFL teachers discourse in two institutional contexts: a public school and a language institute. From a discursive perspective, which contemplates the historical-ideological-social dimension in the study of meaning production processes, it tries to outline the interdiscourse that constitutes the memory space which sustains meanings of error. For that we have conducted a literature survey on Applied Linguistics, focusing on the main theoretical models which approach the role of errors within the scope of ELT...