The purposes of this paper were to explore teachers’ and students’ beliefs on language acquisition, and to examine if theoretical approaches of language learning coincided with teachers’ and students’ beliefs. 20 English instructors and 204 students from a university in southern Taiwan participated in this study. Lightbown and Spada’s (2004) 12-item questionnaire was used in this survey. The results revealed that teachers’ opinions were divided on the following three issues: (1) parents usually correct young children when they make grammatical errors, (2) the earlier a second language is introduced in school programs, the greater the likelihood of success in learning, and (3) students learn what they are taught. Teachers conformed to students on all items except that: (1) teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another, and (2) teachers should use materials that expose students to only those language structures which they have already been taught. Teachers dissented from these two issues more than students did. Further, most teachers’ and students’ beliefs diverged from theoretical view that Lightbown and Spada (2004) raised. Most teachers and students tend to be behaviorism supporters based on the results of this study. 本文之目的，在研究大學教師與學生對於語言習得的看法，並比較語言習得的理論與實際教學之差異。研究對象為南台灣某私立科技大學二十位英文教師及兩百零四位學生。結果顯示，教師與教師之間在下列主題上意見分歧：
(一)當小孩犯文法錯誤時，父母通常會糾正他們；(二)越早引進第二語言在學校課程中，學習成功的機會越大；(三)老師教什麼，學生就學什麼。而教師與學生在其他各議題想法上雷同，但在下列兩觀點上，意見不同：(一)教師應該一次只教一種文法規則，而學生應先練習該例才能繼續學下一種。(二)教師選用教材時，應以學生已習得的語言句構為唯一考量。教師比學生較不同意上述二論點。另外，大多數教師與學生的觀點，與賴邦及斯巴
達(2004)的語言習得理論迴異。根據本研究發現，大多數教師及學生傾向於行為主義論之支持者。
