The current study aims at investigating differences, if any, of EFL learners' and teachers' (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students' and teachers' perception of grammar instruction and error correction.

1. 서론
 2. 선행 연구
  2.1. 언어 습득에서 문법 지도와 오류 수정의 역할
  2.2. 문법 지도와 오류 수정에 대한 학습자와 교사의 인식
 3. 연구 방법
  3.1. 연구 대상
  3.2. 연구 도구
  3.3. 분석 방법
 4. 연구 결과 및 논의
  4.1. 문법 지도와 오류 수정에 대한 교사 그룹 간의 인식 차이
  4.2. 문법 지도와 오류 수정에 대한 학습자의 영어 능력별 인식 차이
  4.3. 문법 지도와 오류 수정에 대한 세 그룹 간의 인식 차이
 5. 결론 및 제언
 참고문헌

• 이정원(충남대학교)