TY - JOUR
T1 - Second language learners' beliefs about grammar instruction and error correction
AU - Loewen, Shawn
AU - Li, Shaofeng
AU - Fei, Fei
AU - Thompson, Amy
AU - Nakatsukasa, Kimi
AU - Ahn, Seongmee
AU - Chen, Xiaoqing
PY - 2009
Y1 - 2009
N2 - 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 open-ended 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.
AB - 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 open-ended 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.
UR - http://www.scopus.com/inward/record.url?scp=60149098857&partnerID=8YFLogxK
U2 - 10.1111/j.1540-4781.2009.00830.x
DO - 10.1111/j.1540-4781.2009.00830.x
M3 - Article
AN - SCOPUS:60149098857
SN - 0026-7902
VL - 93
SP - 91
EP - 104
JO - Modern Language Journal
JF - Modern Language Journal
IS - 1
ER -