TEACHERS’ PERCEPTIONS ABOUT TEACHING GRAMMAR TO ADOLESCENTS: IMPLICIT OR EXPLICIT?

The degree of emphasis on grammar and how it should be taught has always been an issue of controversy among practitioners. The current qualitative case study explored Iranian EFL teachers’ perceptions regarding grammar instruction and looked into their views regarding explicit/implicit dichotomy. The findings revealed that the participants believed that explicit instruction is more beneficial for adolescents in EFL situations. However, retaining interactive and communicative classroom practices should also be of focus. Besides, teachers’ expertise in explicit grammar instruction is necessary. Teachers should be wellprepared in grammar teaching sessions and when providing corrective feedback. Similarly, the role of grammar in improving learners’ language proficiency and its function as a problem-solving activity should be considered an advantage. The study has implications for teachers and curriculum developers in EFL situations.