Abstract:
The role of grammar teaching in language learning has been a focal point of debate for many
years (Richards & Renandya, 2002; Nan, 2015). Learning a language is not a conventional
outcome and there does not have a perfect way in which every learner certainly can learn a
language (Ellis, 1985). This paper studies the role of grammar teaching in English language
learning and the probable best approaches to grammar teaching. Besides, it investigates on the
students’ frailty to achieve proficiency in the English language, even after twelve years of
education. This research had been conducted by mixed methods where classroom observation,
questionnaire and interview session were used. Data had been collected from eight government
and non-government colleges located in Dhaka, Gazipur, Faridpur, Razbari, and Kurigram,
Bangladesh. A total 30 English language teachers participated in the study. Thus, research
findings show that grammar teaching has a positive role in language learning if grammar and
communication can integrate in the second language classroom. Moreover, the traditional
teaching approach should change into the current teaching trends and examination system needs
to be reevaluated in which all the four basic language skills can be tested. Recommendations for
future research are also suggested.
