This thesis provides a comprehensive review of grammar teaching in English language education, comparing the traditional structural approaches with the more recent communicative approach. The traditional methods analyzed include the grammar translation method, direct method, audio-lingual method, and silent way. In contrast, the communicative approach emphasizes communication and interaction over the strict adherence to grammar rules. However, despite the potential benefits of the communicative approach, the thesis also discusses some of the challenges and limitations of this method. Finally, the thesis concludes with a discussion of the current state of English grammar teaching, noting the obvious disadvantages of the exclusion of grammar teaching and the necessity to resume the right position of grammar in both language communication and language teaching in the classroom.
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