Dr. Gholam Reza Abbasian, Dr. Mohammad Hossein Yousefi & Mohammad Mohammadi
Imam Ali University & South Tehran Branch, Islamic Azad University, Bonab Branch, Islamic Azad University & Bonab Branch, Islamic Azad University, Iran
Founded on the hypothesis that teachers and learners enjoy and employ their specific mental images, thoughts, particular interpretative frames, principles all subsumed under what Nunan’s calls “Hidden Agenda”, this paper addresses EFL teachers and learners’ perceptions of explicit grammar instruction and corrective feedback. The research background indicates that explicit instruction and corrective feedback can play a significant part in the second language development. However, the extent to which their perceptions of the variables in the light of linguistic differences and learners’ language proficiency levels differ towards them remains a gap in the literature. To fill it, the study was conducted involving totally 360 Iranian Azeri and Persian EFL learners along with 100 EFL teachers possessing the similar language backgrounds. Both groups received a validated questionnaire of Perceptions towards grammar instruction and correction. The respective data was analyzed non-parametrically such that the results revealed that not only the learners but the teachers also hold significantly different perceptions towards the grammar instruction is rendered and errors are corrected; mainly attributed to their language backgrounds affecting the way they perceive the world including education. The findings of the present study contribute to the fields of SLA, ELT, may improve our understanding of grammar development and corrective feedback and enable us to incorporate effective methods of teaching grammar in the EFL classrooms through considering learners’ linguistic background and the context in which the target language is being taught.
The above abstract is a part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 31 January-1February 2019 , Ahwaz.
