摘要：Abstract There are two important poles in Iranian English language contexts: schools or universities (formal contexts) and Language Teaching Institutes (informal contexts). The difference of contexts entails different teaching methods, different attitudes and different students’ needs. Teachers interact differently with these situations to meet these needs because their attitudes toward ELT contexts is not the same; some teachers are more experienced than others , some hold higher academic degrees , in addition, teachers may have been graduated from different universities , i.e., Islamic Azad and state-run universities . What may be the influence of these criteria on their attitudes toward teaching? Do these criteria contribute to their choice of teaching method and class activities in formal and informal teaching contexts? This investigation aims at designating differences among formal and informal language teaching contexts as well as teachers’ perceptions of their roles and practices in these contexts.
