How do Spanish EFL learners perceive grammar instruction and corrective feedback?

Abstract

This research study of an exploratory-interpretive nature mainly focuses on the role and effectiveness of grammar instruction and corrective feedback as controversial areas of language instruction of considerable debate in SLA research and L2 pedagogy. Since the question today is no longer whether or not to teach grammar but rather how grammar could be best taught in classrooms, the results revealed that although most learners acknowledged the importance and potential usefulness of grammar instruction and corrective feedback for L2 acquisition, the fact is that they prioritised communication over grammar. Emphasis was mainly placed on using the language communicatively rather than focusing on grammar accuracy. Learners expect and/ or wish to transfer their grammatical knowledge into communicative language use. The results suggest the need for further opportunities for practising communicative language use rather than practising formal grammar in a very controlled way in class. While negative attitudes to grammar instruction were found, evidence of positive attitudes to corrective feedback in contrast were also found because most learners expect and wish to be corrected regularly in classroom settings, moreover they may also feel upset when they neither receive nor understand the teachers’ corrective feedback.