Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude

  • Ramunė Vitalija Ilgūnaitienė Vytautas Magnus University, Institute of Foreign Languages, Lithuania
Keywords: grammar acquisition, level C1, grammar competence, implicit/ explicit teaching, integrated course


Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.


Adams, Susan (2015). Why Grammar Counts at Work. Forbes Magazine, 20 July 2012. Web. 13 Jan.2015. Retrieved from grammar- counts -...
Adger, Carolyn Temple, Catherine E. Snow, & Donna Christian (eds) (2002). What Teachers Need to Know about Language. Washington DC. Center for Applied Linguistics.
Bloor, T. (2004). The Functional Analysis of English: a Hallidayan Approach. London; New York: Arnold.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Cambridge:Cambridge University Press.
De Beaugrande Robert. (1984). Forward to the Basics: Getting Down to Grammar. College Composition and Communication, 35.
Debata, P. K. (2013). The Importance of Grammar in English Language Teaching- a Reassessment. 13(5). Retrieved from
Frederick, Nicole (2015). The Professional Importance of Grammar and How It Should Be Taught. PIT Journal: Cycle, 6.
Gorney, E. (2012). The Language of Texting Altering English or a Language of Its own. Undergraduate Review: A Journal of Undergraduate Student Research, 13.
Haussamen, B., et al. (2002). Some Questions and Answers About Grammar.
Leech, G. N. (1994). Students Grammar-Teachers Grammar- Learners Grammar. In M. Bygate et al. (eds). Grammar and the Language Teacher. New York: Prentice Hall.
Lehman, C. (2007). Linguistic Competence: Theory and Empire. Folia Linguistica, 41(3/4).
Newby, D. (2006). Teaching grammar and the question of knowledge. In A. B. Fennerand and D. Newby (eds.) Coherence of Principles, Cohesion of Competences: Exploring Theories and Designing Materials for Teacher Education. Graz/Strasbourg: European Centre for Modern Languages/ Council of Europe Press, 1-11.
Praise, S., & Meenakshi, K. (2015). Importance of Grammar in Communication. International Journal of Research, Studies in Language Learning, 41(2015). Consortia Academia. Jan. 2015. Web.14 Jan.2015. Retrieved from
Rama, J., Luque, L., & Agullo, G. (2012). The Role of the Grammar Teaching: From Communicative Approaches to the Common European Framework of References for Languages. Revista de Linguisticay Lenguas Aplicadas, 7(1).
Richards, J., Renandya, C., & Willy, A. (2002). Methodology in Language Teaching an Anthology of Current Practice. Cambridge University Press.
Rod, Ellis. (2006). Current Issues in the Teaching of Grammar:An SLA Perspective. TESOL Quarterly, 40(1), 83-107.
Saaristo P. (2015). Grammar is the Heart of Language: grammar and its role in language learning among Finnish university students. In J. Jalkanen, E. Jokinen, P. Taalas (eds), Voices of Pedagogical Development- expanding, enhancing and exploring higher education language learning. Dublin.
Thornbury, S. (1999). How to Teach Grammar. Harlow: Longman.
Indicate the competence that is the most important for communication (you can choose more than one competence)