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Abstract
The methodology of language teaching has made a shift due to the new trends in this field. As one of the vital components of language, grammar has been the focus of arguments in terms of the mode of delivery and the amount of input as well as the type of instruction. Communicative Language Teaching has introduced fluency as a priority and accuracy has lagged behind due to some misconceptions; therefore, issues about grammar and the way grammar is introduced have become controversial This research aims to describe the cognitions of candidate teachers as regards teaching grammar. Besides, the aim of the research is to unveil the underlying notions upon participants’ hearing “grammar” to determine the concept in the form of a metaphor or simile they think of because of their previous learning experiences. The study is an extension of a research (Dönük, 2016) conducted with sixty candidate teachers at the second and third grades at a state university to reveal their cognitions as for teaching grammar. The current research intends to revisit the findings of this study through the inclusion of another group of thirty fourth grade students in order to determine the possible change in their cognitions towards grammar teaching after they started their practicum. Besides, semi-structured questions aim to mine the data to be elicited from the underlying and unconscious attitude of these ninety future teachers gained by copying their past teachers as their early experiences. The data have been processed through quantitative and qualitative research methods. The findings suggest that teacher candidates find grammar as a significant part of language, and that they prefer inductive ways for the input provision. Research of this type on the national and the international basis could throw light upon the future projections of language teaching as for the teacher cognition of grammar.