Marzieh Maleksabet - Islamic Azad University, Yazd, Iran Yazd University, Iran
Ali Mohammad Fazilatfar - Islamic Azad University, Yazd, Iran Yazd University, Iran

The role and type of grammar instruction in foreign language learning with particular reference to EFL has been the subject of SLA research and discussion for debates. In recent times, however, grammar instruction has been recognized as an essential and unavoidable component of Language learning and use. It is seen as valuable, if not indispensible, within the context of EFL teaching and learning. Although in Language learning and teaching history, most attempts were done to clarify the effect of Traditional Method of grammar on learners, some scholars suggested the important role of Post Method approach on Learning EFL. This paper reviewed the effect of Traditional Method (GTM) and Post-Method Approach separately and also the effects of these two method simultaneously. The researcher attempted to determine this effect among various participants in different contexts. In recent decade, scholars pay more attention to the effect of Post-method approach on teaching grammar. With considering previous research, Post-Method approach had the most effect on learners.

EFL, Traditional method , Post-method, GTM , EFL learners