Sajad Shafiee - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Faezeh Ahmadi - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

The study aimed at exploring teachersʼ and learnersʼ beliefs about grammar teaching andlearning in language institutes in Isfahan. To this end, two questionnaires were adapted andused to elicit teachersʼ and learnersʼ beliefs about grammar teaching and learning. Thirtyfive English language teachers and 200 learners of English who were randomly selected fromdifferent institutes, were asked to fill out the related questionnaire. Such descriptive statisticsas frequency and percentage were utilized to perform data analysis and make comparisons.The results revealed that there were some differences between teachersʼ and learnersʼbeliefs regarding error-correction and testing procedures in the classroom. However, theirbeliefs about the other factors under investigation, e.g., definition of grammar, and theimportance of teaching/learning grammar, were not dissimilar.

Teachersʼ beliefs, Learnersʼ beliefs, Grammar teaching, Grammar learning