Abstract

The teaching of grammar in second and foreign language contexts has long been a subject of debate, reflecting the broader tension between traditional and progressive approaches to language education. Central to this controversy is the divergence between deductive methods, which rely on explicit instruction of rules followed by practice, and inductive methods, which promote the discovery of grammatical structures through contextual exposure and use. Advocates of both approaches present compelling arguments rooted in theories of second language acquisition, learner psychology, and pedagogical efficiency. This paper explores the historical development, theoretical underpinnings, and practical implications of these methods, while also examining hybrid instructional models that seek to bridge the divide. By analyzing empirical studies and drawing insights from classroom applications, the paper highlights how learner variables—such as age, proficiency, cognitive style, and motivation—affect the success of each method. The study ultimately argues for a flexible, learner-centered approach that integrates form and function, promoting both grammatical competence and communicative ability. In doing so, it contributes to ongoing discussions in language pedagogy and offers practical recommendations for educators seeking to navigate this complex instructional terrain.