This thesis is concerned with a "historical review of foreign language teaching methods with particular reference to the teaching of grammar.’ Chapter one outlines the purpose of study, defines its scope and explains why it is significant. It outlines as well the stages through which language teaching methodology passed during the last hundred years. Chapter two deals with the entry of Modern Languages into the school curriculum and the adoption of the Grammar-Translation method in the foreign language classroom. Chapter three discusses why the Reform Movement was necessary and what changes took place consequently in language teaching methodology. Chapter four looks at the development of some Reform Movement ideas which resulted in the growth of the Direct Method. Chapter five is devoted to a discussion of the development of language learning theory, the emergence of behaviourist doctrine and the entry of machines in the language learning classroom. Chapter six looks at the changes which were brought into language teaching methodology by Chomsky and Hymes and of other linguists which resulted in the emergence of Communicative Language Teaching methodology with the appearance of the notional syllabus. The last chapter summarizes the main points discussed in the previous chapters, especially the role of 'grammar’ in language teaching methodology during the last hundred years
