한국 고등학교 학생과 교사의 영문법 학습 견해에 관한 정성적 연구

This study aims to investigate the opinions of both English teachers and students about grammar learning and error correction in high schools in Korea. A total of 264 participants (teachers 50 vs. students 214) completed open-ended questionnaires for the purpose of the study which included (1) reasons for or against grammar learning, (2) how to learn/teach grammar, and (3) error correction. The finding showed that high school students reported motivation-oriented factors for studying grammar such as instrumentality, intrinsic motivation, ideals L2 self, etc. On the other hand, teachers reported more theory-oriented reasons such as accuracy, washback, focus-on-form, etc. In addition, students revealed more negative attitudes toward learning grammar than teachers. Finally, students preferred more explicit and affective (anxiety-free) error correction, while teachers reported process-oriented and task-oriented error correction. The pedagogical discussion will be made at the conclusion.