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Abstract
With the introduction of every new method or approach in English Language Teaching (ELT), the issue of grammar presents itself as the main concern for all parties involved in language teaching. Unlike traditional approaches, which viewed grammar as a set of rules to be gained as habits, contemporary approaches treat grammar as implicit input data to be acquired from a contextual resource. Thus, recent trends in foreign language teaching consider grammar from a new window, as an underlying component of language teaching, a tool and milestone of the language even when it is not raised to the consciousness level. The focus of this article is to suggest that if EFL settings cannot do without grammar, as most recent research reveals, then, recent findings of human learning should be applied to language teaching in order to make a sound grammar basis. The design of the learning procedures introduced in this paper is expected to present a new dimension to language learning and teaching experiences, including grammar as a concrete item of the language. The suggestions made in this way are supposed to strike a balance in the teacher cognition and attitude towards the place of grammar in the inductive language teaching methodology.
