There is often a disparity between what is deemed prescriptively correct under the rules of standard English grammar and native-speaker norms within different varieties, which results in multiple options for classroom grammar instruction for second language learners. This study presents findings on L2 learners’ attitudes towards different prescriptive and descriptive forms of grammar in cases where learning formal textbook grammar may not match many native speakers’ speech patterns. Additionally, it explores how ESL and EFL students’ attitudes about grammar coincide with or differ from those of their teachers. One hundred eight English language learners and instructors in the United States and China were surveyed to measure awareness of and attitudes towards standard and non-standard grammar in spoken English and how varying perceptions may affect the learning environment. Results indicated that many teachers’ prioritization of prescriptive norms for their students is often in contrast to the native-speaker norms that students report to prefer. Additionally, native speakers often report a stigmatized perception of some prescriptively correct forms. All groups reported a higher preference of prescriptive grammar in writing than in speaking, citing formality and permanence as determining differences between the two modes of communication.
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