This paper addresses Iranian English as Foreign Language teachers and learners’ perceptions of explicit grammar instruction and corrective feedback and the effect of language background on learners’ perceptions of explicit grammar teaching. The research background indicates that explicit instruction and corrective feedback can play a significant part in the second language development. However, the extent to which their perceptions of the variables in the light of linguistic differences and learners’ language proficiency levels differ towards them remains a gap in the literature. To fill it, the study was conducted involving totally 360 Iranian Azeri and Persian EFL learners along with 100 teachers possessing the similar language backgrounds. Both groups received a validated questionnaire of Perceptions towards grammar instruction and corrective feedback. The respective data were analyzed non-parametrically such that the results revealed both the learners and the teachers held significantly different perceptions towards the grammar instruction. The differences mainly attributed to their language backgrounds affecting the way they perceive the world including education. The Persian EFL learners held more positive views than the Azeri EFL learners. They also hold a more neutral view. The findings of the present study contribute to the field of second language teaching. The findings may improve our understanding of grammar development and corrective feedback and enable us to incorporate effective methods of teaching grammar in the EFL classrooms through considering learners’ linguistic background and the context in which the target language is being taught.

中文翻译：

---

伊朗EFL教师和学习者对语法教学和纠正反馈的理解

本文针对伊朗英语作为外语教师和学习者对显式语法教学和纠正反馈的看法，以及语言背景对学习者对显式语法教学的看法的影响。研究背景表明，明确的指导和纠正反馈可以在第二语言发展中发挥重要作用。然而，根据语言差异和学习者的语言水平，他们对变量的理解程度在他们之间仍然存在差异。为了填补这一空白，这项研究共涉及360名伊朗阿塞拜疆人和波斯EFL学习者以及100名具有相似语言背景的教师。两组都收到了针对语法教学和纠正反馈的经认可的问卷调查表。分别对数据进行非参数分析，结果表明学习者和教师对语法教学的看法都大相径庭。差异主要归因于他们的语言背景会影响他们对包括教育在内的世界的看法。波斯语EFL学习者比阿塞拜疆语EFL学习者持有更多积极的看法。他们也持有更中立的看法。本研究的发现有助于第二语言教学领域。