Grammar Instruction in English Language Classrooms of Nepal: Approaches, Practices, and Challenges

Abstract

Grammar is a fundamental component of language learning, however, it often poses many challenges for both teachers and learners in English language classrooms. This study explores teachers’ perceptions, strategies, practices, and challenges in grammar instruction. Data were purposively collected from seven school teachers of Kaski district using semi-structured interviews. The findings reveal that teachers acknowledge grammar as essential for accurate, fluent, and effective communication. Traditional and untrained teachers tend to employ deductive approach to teaching grammar, while modern and trained teachers use communicative and tasked -based approaches. They also apply innovative strategies, such as task-based activities, language and content integrated learning, storytelling activities, and digital tools, although there remain several challenges, including large class sizes, exam-oriented curricula, and limited resources. However, it is effective to combine traditional methods with modern, and communicative approaches to address the diverse needs and proficiency levels of learners. Teachers emphasize the values of professional development, adequate resource materials, and flexible curricula to promote student-centered grammar teaching, aiming to bridge the gaps between theory and practice.