Grammar Instruction and Error Correction: A Matter of Iranian Students‟ Beliefs

Abstract

Introduction. So far the role of grammar instruction and error correction has been mainly analyzed from the teachers‟ perspectives. However, learners‟ attitudes can also affect the effectiveness of any type of learning, especially language learning. Therefore, language learners‟ attitudes and beliefs should also be considered as a determining factor in the success of language teaching process. This study intended to explore the language learners‟ attitudes towards grammar instruction and error correction and see how they perceive them.Method. The participants of this study were 214 high school female students, studying at the third grade and aged around 17 years old. They were asked to respond to questionnaire investigating the students‟ beliefs about grammar instruction and error correction.Results. Based on the factor analysis and qualitative analysis procedures, it was concluded that Iranian high school students had varied attitudes towards the role of grammar and the manner of teaching grammar. Their ideas regarding the role of grammar ranged from its use in communication to the mere use of grammar in learning English for academic purposes. Also, the activities preferred by the students included a range of both mechanical and meaningful drills.Conclusion. It was concluded that to maintain the students‟ interest and motivation, L2 teachers and practitioners must vary the type of activities and procedures to teach grammatical points. Teachers should come to this understanding that students‟ beliefs and attitudes have a determining effect on the success or failure of their teaching enterprise.