Zhang, L.J., & Rubdy, R., & Alsagoff, L. (Eds.). (2009). Englishes and Literatures-in-English in a Globalised World: Proceedings of the 13 th International Conference on English in Southeast Asia (pp. 246-259). Singapore: National Institute of Education, Nanyang Technological University. ©Copyright 2009 L.Canh & R.Barnard 20 A survey of Vietnamese EAP Teachers’ Beliefs about Grammar Teaching Le Van Canh Hanoi University of Languages and International Studies, Vietnam Roger Barnard University of Waikato, New Zealand Abstract Although it is now generally agreed that grammar should be an integral element of second language programmes, there is still a diversity of opinions about how it should be taught. In this paper, attention is first drawn to relevant issues raised in reviews of the teaching of grammar derived from SLA research and teacher cognition. This paper then reports a survey of Vietnamese teachers‟ attitudes towards grammar and grammar teaching in their own particular teaching contexts. It uses a questionnaire adapted from that used by in a 2002 survey of teachers of English for Academic Purposes (EAP) in British universities and in a 2008 parallel survey of EAP teachers in New Zealand. The findings of the present study indicate that, like the teachers reported in the 2002 and 2008 studies, EAP teachers in Vietnam appreciate the centrality of grammar in their language teaching and have a critical awareness of many of the problems and issues involved. The findings suggest that the teachers favour a discourse, rather than a decontextualised approach to the presentation of grammar and there is an emphasis on systematic practice of grammatical forms and the correction of grammatical errors. Keywords: Grammar, Vietnam, Teachers, Survey, EAP Literature Review Ever since Stephen Krashen (1981) threw out the grammatical baby with the Audiolingual bathwater, there has been controversy about the role of grammar in teaching English as a second and foreign language. The current debate is one between those who favour a focus on forms (Fotos, 1998; Sheen 2003) and those who argue for a focus on form (Long 1991; Doughty & Williams, 1998). The former position proposes that grammatical forms should be explicitly dealt with through a pre-determined syllabus