Teaching Grammar to EFL University Students

There has been much debate in the last 20 years about the most effective way of acquiring grammatical structures of a second language. The so-called Inductive Approach has benefited students in terms of mastering rules and learning about different structures. In the context of EFL university students in Libya, the so-called Inductive Approach has proved to be successful in making students practice the language inside the classroom, but not outside it. It is clear that students are encouraged to be accurate rather than fluent.

My main argument is that the instructions provided by the inductive approach are still not able to reflect effectively the natural learning environment. This might be the result of teaching Grammar outside the context. I will argue for that teaching Grammar through context is quite critical in helping students perform more naturally outside the classroom even though communicative activities are randomly selected.