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.

This study investigates the effects of overseas training on errors and L1 interference in English essays written by Korean university students. The subjects included 124 students who did not have overseas training and 43 students who had experiences of studying in English-speaking countries more than one year. They were asked to write a one-page self-introductory essay at the beginning of each semester. Errors were analyzed according to a list of grammatical categories. The essay length and error rates were compared. The study also makes prognostic suggestions for teaching writing in Korea by diagnosing the sources of errors. It was found that overseas training had positive effects on the essay length and error rates. It was also effective in reducing awkward expressions. The error rates directly attributable to L1 were 8.6% for the overseas experience group and 16.4% for the non-overseas experience group. Error rates attributable to L1 based on the Fluctuation Hypothesis were 45.7% and 51.5% for the overseas and non-overseas experience group, respectively. Students made persistent errors in omitting articles, prepositions, the plural -s, and in using awkward vocabulary and expressions resulting from translation of Korean. The data shows that special prognostic training is necessary to reduce the typical errors.

In an attempt to connect English material development and grammar teaching for the purpose of attaining communicative competence, this study looks at existential there constructions from the perspective of theoretical background and practical applications. To fulfill the pedagogical needs of the ‘There-constructions’, theoretical framework established to the present is examined and the frequency of authentic use is investigated on the ground of several corpora including non-native learner corpus. In addition, a writing task was given to Korean learners of English who were asked to describe pictures eliciting existential there related sentences and, as a result, the learners’ errors have been identified. Middle school English textbooks are, also, analyzed in light of a material evaluation checklist as a textbook, one of the main resources in EFL context, could reveal to what extent the learners are exposed to the corresponding grammar items. The study, eventually, draws some pedagogical implications and suggestions by presenting a communicative grammar teaching model as well as a material development guide to ‘There-constructions’ teaching.