Within the context of communicative language Teaching, teachers have a tendency to stress communicative fluency rather than linguistic accuracy in error treatment. This study uses Aramco ESL teachers, students, and classes where teachers from different-educational backgrounds teach English to adult Saudi employees within its English language program, as an example to explore this tendency. The study hypothesis that native-speakers, given their different educational background tend to stress communicative fluency while the non-native speakers tend to stress linguistic accuracy. Hence, the study attempts to present an account of how these teachers look at errors and how they treat them in class, to reach some findings about this hypothesis. The study applies multiple methods in data collection including a teacher's questionnaire designed by the researcher, followed by classroom observations along with audio-recordings of those classes. The classroom observation scheme used is adapted from Spada and Frohlich's COLT observation Scheme-Part A- (Communicative Orientation of Language Teaching). The students' preferences to error treatment were also explored by using a students' questionnaire designed by the researcher, to add dimensions to the findings. To analyse elements in the research context, Likert Scale for coding responses to the questionnaires was used to provide numbers and percentages for analysis. Then, samples of classroom discourse collected from the audio-recorded observations were transcribed to analyse teachers behavior toward errors in class. To add further dimensions to the findings, the findings were discussed in view of Chaudron's illustration in his model: Features and Types of Corrective Reaction in the Model of Discourse. The findings were also discussed in view of Chaudron's Table: Rate of Error Production and Teacher Treatment, for the same reason. By using Chaudron's model and table in the discussion, the study aims to provide a sound interpretation of the strategies that Aramco teachers use to treat errors and whether these strategies reflect principles of Communicative Language Teaching. The study identifies several distinctive issues from the research context including opinions and beliefs of Aramco teachers and students about errors treatment. It also identifies types of strategies these teachers use in treating their students' errors in class, and provides conclusions that demonstrate that both NSs and NNSs have beliefs and strategies that promote both communicative fluency and linguistic accuracy although NNSs showed noticeable tendency for linguistic accuracy more than their native-speaking counterparts did.

This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of 235 student teachers' responses contribute to the research: the pre-course beliefs of eight cohorts of beginning teachers are analysed to establish a basis for exploring any change. The research subsequently adopts a longitudinal approach, where data' is obtained through a series of ten snapshot questionnaires administered to three separate cohorts of student teachers. This data is supplemented by smaller samples from two cohorts in a different initial teacher education institution. It is further triangulated through twelve group discussions on video from two cohorts. Analysis is of whole and aggregated cohorts and also by gender and native speaker. Views indicated by the beginning teachers' stated perceptions of their development incorporate elements from a variety of learning-to-teach theories. Some more generic themes which emerge as important in student teachers' thinking throughout the year include the desire for fantasy solutions and the process of future-wishing, both of which serve as attempts to avoid a true (and difficult) developmental process. Stability of fundamental beliefs is evident, but substantial change occurs in perceptions of items contributing to the methodological landscape, particularly in the areas of target language and grammar.