Faculty of Electronic Engineering, University of Niš
Abstract
Abstract: Teaching grammar within ESP courses has received diverse and sometimes even opposing
treatments. For some ESP practitioners the nature of ESP courses is such that a systematic and explicit
grammar instruction is an imperative. At the other extreme, though, there are ESP practitioners who
display much stronger preference for developing ‘the four main skills’ of their students (reading,
writing, listening and speaking) than for developing their grammar skills.The aim of the paper is
twofold. Firstly, it seeks to address the current state of teaching grammar within ESP courses in the
Republic of Macedonia. More precisely, it seeks to find out ESP teachers’ practical experience and
attitude to teaching grammar, on the one hand, and ESP students’ perceptions and beliefs regarding
grammar learning, on the other hand. To that end, the study employs questionnaires and classroom
observations as research instruments. Secondly, it aims to validate our position that not only grammar
teaching and learning should be a mandatory segment of ESP, but also, as each ESP course is unique,
it should be context and needs specific. Consequently, the manner and the extent to which grammar is
included in the ESP courses should be based on both cautious appraisal of all circumstances and
contributing factors as well as detailed planning of the course of actions.
Key words: grammar, ESP, teaching, learnin
