Grammar put Together .In addition the teaching of

Grammar has a great role in language teaching especially in English as a foreign language (EFL) and English as Second language (ESL).Without Conscious of grammar knowledge, Learners language progress will be limit;practically in the teaching grammar learners are taught rules of language usually known as sentence patterns .According to Ur. P(1999),grammatical rules Enable learners to know and apply how such sentence patterns should be put Together .In addition the teaching of grammar should bring an interest on the way grammatical items or sentence patterns are correctly used. In other words, teaching grammar should focus on language structure or sentencepatterns like, meaning and use.Furthermore, grammar is taught to establish the basis for a set of language skills:Listening, Speaking, Reading, andWriting. In Listening and Speaking grammar plays an important part in expressing Communicative language and grasping correct expressions.Since learning the Grammar of a language is considered crucial to acquire the capacity ofProducing acceptable grammar utterances in the language(Corder, 1988; Widodo, 2004).In Reading, grammar makes learners comprehend sentence relationship amongParagraph, a passage and a text .In the process of Writing, grammar allows the Learners to reflect their ideas into intelligible sentences so that they can Successfully communicate in a written form.I.1.1.The significance of teaching grammarGrammar play great role in the teaching and learning foreign languages. Grammar illustrates the types of words and word groups that make sentences in any language possible and clear for us to communicate correctly and without being fear to make mistakes. In fact, grammar is the way in which sentences are structured and the language is formatted, so studying correct grammar may beboring, if rules were not known to communicate clearly and effectively in English language.People associate grammar with errors and correctness, also the use of incorrect grammar sentences can become meaningless and their messageunclear. So,knowing about grammar helps us to understand what makes sentences, paragraphs clear, interesting, and precise. In addition, grammar can be part of literature discussions; when teachers and their students closely read the sentences in poetry and stories. Furthermore, knowing about grammar means finding out all languages as well as dialects follow grammatical patterns. Grammar teaching has often been regarded as a structure based formal activity. But it no longer has much credibility when we believe that the focus on a specific form leads to learning (Skehan, 1996) after the integration of several sources and techniques, which are certainly based on communicative tasks, the teaching of grammar obtained a new insight especially in communicative activities, the learners comprehend, manipulate, produce or interact in the target language while their attention is basically on meaning rather than form (Nunan, 1989). According to Swan (1998) which claims, we should consider the needs of the students in teaching grammar. In addition he points out that the principles of comprehension and acceptability should be taken into consideration.Moreover, Swan (1998) looks at why we should teach our students grammar because people are probably argue more about grammar than about anything else in language teaching. So research and theory have a good deal to tell us in this area, languages have regularities in the ways they shape and organize words for various reasons, which students should be aware and conscious about these regularities in order to be able to understand language successfully or structure it so as to make learners understand .I.2.Approaches in teaching grammarThere are three approaches that appeared as reactions to prevalent directions in language instruction in the mid-twentieth century. The first of these, Communicative Language Teaching (CLT), dominated the field for two decades. It eschews explicit grammar instruction and emphasized on collaboration among students to achieve meaningful communication.I.2.1.Communicative Language TeachingCLT focuses on meaning, with no clear interest to grammatical form. Itdeveloped as a reaction to a view of language instruction that there reliance is more on the evolvement of the four language skills Listening, Speaking, Reading, and Writing and on a mechanical drills that manipulated grammatical Form with ignorance to realistic communication .In addition CLT developed far of the pedagogical trends in Europe and the United sates in the 1970s and80s.The progression of the communicative competence in language learners was defined as “The ability to interact with other speakers to make meaning, deferent from the ability demonstrate grammatical competence on discrete point test”.(Savignon,1991.p.264).The main objective of CLT is looking to foster the collaborative nature of meaning, which required the participation of other learners and teachers alike .Furthermore, two main purposes of CLT are presented for students to learn how to use their feedback in order to make judgments on the success of their attempts to learn to communicate and to use linguistic forms in the social contexts in which they would be consider appropriate classroom instruction in CLTwhich involves students in communicative activities , the selection of these activities and the particular of a given lesson are determined by the learners communicative wants. In the communicative classroom, teachers should learn how to assist students in producing grammatically accurate communication .The transcript below from Nunan(1989, p.98) that is showed CLT in action; a student is telling a story to other students and the teacher. This reflect a Collaborative and interaction in CLT,but it also reveals some reasons for the reservations that teachers may have about the effectiveness of the method (Cowan, 2008)Nunan’s TranscriptionThis activity of Nunan?s transcription was focused on meaningful communication among student (2) which was a temptation to help student (1) that attained a successful outcome, but only the feedback provided by the teacher seems to assist. Moreover, we can say that collaboration and interaction between the teacher and the learners will affect the grammatical accuracy of the storyteller. In addition, many language teachers lead them to say that some focus on grammar was necessary if students developed their grammatical competence.(Cowan,2008) Teaching grammar in context includes several techniques that can be useful forachieving certain goals, rather than a formal method with a series of prescribed steps that should be followed.