ABSTRACT

Most teachers teach grammar in EFL context as was recommended in textbooks with little relevance to the grammar employed in authentic texts. By focusing purely on form, meaning is neglected. This study was conducted with freshmen students from the ELT Department of Cukurova University in Turkey taking grammar classes by utilising articles from both American and British news sources. Instead of conventional textbooks as a main focus, participants chose their texts from such sources prior to scheduled classes, and during sessions, individuals worked on texts highlighting structural points in the syllabus. Later, they were administered an open-ended questionnaire eliciting their views about current experience. An interview was held to tally views expressed in writing. Both sets of data were analysed; common points identified, and elaborated on presenting detailed evolvement of this process. The study has implications to English grammar teaching in specific and teaching of grammar of other languages in general.