Second Language Learners' Beliefs About Grammar Instruction and Error Correction

• Published in: The Modern language journal (Boulder, Colo.) Vol. 93; no. 1; pp. 91 - 104
• Main Authors: LOEWEN, SHAWN, LI, SHAOFENG, FEI, FEI, THOMPSON, AMY, NAKATSUKASA, KIMI, AHN, SEONGMEE, CHEN, XIAOQING
• Format: Journal Article
• Language: English
• Published: Malden, USA Blackwell Publishing Inc 01.04.2009; Wiley-Blackwell; Blackwell Publishing; Blackwell Publishing Ltd
• Subjects: Beliefs; College Students; English (Second Language); English language learners; Error Correction; Factor Analysis; Foreign language instruction; Grammar; Individual Differences; Informational error correction; Language; Language acquisition; Likert Scales; Linguistics; Negative Attitudes; Nonnative languages; Perceptions; Qualitative Research; Questionnaires; Second Language Instruction; Second Language Learning; Second Languages; Statistical Analysis; Student Attitudes; Teachers; Teaching methods; World language instruction
• ISSN: 0026-7902; 1540-4781
• DOI: 10.1111/j.1540-4781.2009.00830.x

Learner beliefs are an important individual difference in second language (L2) learning. Furthermore, an ongoing debate surrounds the role of grammar instruction and error correction in the L2 classroom. Therefore, this study investigated the beliefs of L2 learners regarding the controversial role of grammar instruction and error correction. A total of 754 L2 students at an American university completed a questionnaire consisting of 37 Likert-scale items and 4 openended prompts. The quantitative items were submitted to a factor analysis, which identified 6 underlying factors (efficacy of grammar, negative attitude toward error correction, priority of communication, importance of grammar, importance of grammatical accuracy, and negative attitude toward grammar instruction). These factors were then used to investigate differences in beliefs among learners studying different target languages. In addition, themes emerging from the qualitative data were identified. The results indicate that among learners studying English as a second language and those studying a foreign language, there were varied beliefs about grammar instruction and error correction.