Any learning activity, according to Celce-Murcia (1992) and Mohammed, that focuses the learner's attention on the form of a message and gives the learner the rules of usage constitutes formal grammar instruction. Grammar, however, denotes the patterning of word order and word forms indicating the relationships between concepts, ideas and objects (Heafford). The present paper looks at some approaches related to formal grammar instruction and their development in recent years, as well as some theories or conceptions for or against formal grammar teaching in the EFL/ESL classroom setting. This is an important issue, because it addresses the question of the role played by grammar. It' is also an important educational issue, as language pedagogy has traditionally operated on the assumption that grammar can be taught. Grammar was taught as if it were the same as the language and as if the language were only grammar. This paper will begin with a historical review followed by a discussion of relevant issues and research. This will serve as the background for a reformulation of the role of grammar in language teaching and conclude by suggesting ways in which the evolution of grammar instruction can contribute to the related disciplines.
