文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下：
一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。
二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。
三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。
四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。
五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。
六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。
七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。
根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。

關鍵字：教師信念、學生信念、文法教學、錯誤訂正

Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires.
A summary of the results is as follows:
1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important.
2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices.
3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students.
4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates.
5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication.
6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction.
7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction.
Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics.

Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction

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