This study investigates the perceptions of errorgravity by native and non-native teachers of English in aChinese context. Drawing on the data collected from aquestionnaire, we examined the practices of error evalua-tion by 22 native English-speaking (NES) teachers and 25non-native English-speaking (NNES) teachers. Participantswere asked to identify student errors based on a randomselection of fifty compositions written by Chinese univer-sity students, correct the errors of the sentences, and indi-cate which errors they considered the most serious. Generalcomparison of error evaluation between the two groups ofteachers reveals that NES teachers are generally moretolerant of student errors and rely more on intelligibilityrather than rule infringement. An in-depth analysis of thesefindings suggests that these differences are closely con-nected with the participants’ cultural belief, educationalbackground, teaching style, and English proficiency.

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• Native and Non-native Teachers’ Perceptions of Error Gravity:The Effects of Cultural and Educational Factor