Throughout history the human ability of learning language has spawned numerous theories on which methods are most efficient in both teaching and learning language. Ever since English has earned its title of lingua franca, educators from around the world have been tasked with teaching students in a manner that is the most beneficial for learning the language. In retrospect, knowledge of two or more languages is seldom a free choice, but a necessity for adapting to a globalized society. As different methods and theories have gone in and out of fashion, the most controversial topic remains – what is the purpose of teaching grammar?

The purpose of this study is to analyse and compile research that deals with the way grammar is implemented, if at all, into teaching English as second language. Questions that the result should answer are the following:

• Based on what the research claims about what is most conducive to learning English, how do teachers choose to construct their teaching?

• Where lies the focus in teaching, on form or function?

How grammar is taught, if at all, is a heavily debated subject among researchers and educators alike. Among the range of different opinions, both that are based in actual research and personal views on the topic, most parties seem to come to a consensus: grammar is important but without communication there can be no authentic learning.

Method of this study is based on international research that has been reviewed and analyzed according to the criteria for inclusion. The findings of this study report the different approaches to teaching English with implementation of grammar in a way that promotes efficient learning. There are also examples of simultaneously teaching English by using different approaches to grammar and which results that provides