Teaching Grammar and Providing Feedback; Differences and Similarities in Attitudes of Teachers and Persian Students from South Korea, Russia and Iraq

Teaching grammar has long been an integral part of second language instruction. There are different approaches to teaching this language component. Direct instruction, instruction meaning without emphasis on grammar, and combination instruction are the three basic approaches. On the other hand, providing corrective feedback on learners' mistakes is another critical issue in language teaching in which learners' beliefs and attitudes are influential. This study investigated the impact of nationality and point of views of learners and their teachers on their attitudes toward teaching grammar and providing feedback. For this purpose, a questionnaire was distributed among students from Russia, South Korean and Iraq and teachers who teach for each of these three nationalities, and their results were analyzed. According to the results, both teachers and language learners believe that learning grammar helps to learn Persian. However, only language learners believe that learning grammar also helps with communication skills. Also, in general, language learners have a more positive approach to direct instruction than instructors. On the other hand, not all language learners like to correct their errors directly, but tend to have their teachers point out their errors with indirect feedbacks. The study also provided details on differences between learners of different nationalities in their teaching grammar and receiving feedback.