International Journal of Linguistics, Literature and Translation ISSN: 2617-0299 (Online); ISSN: 2708-0099 (Print) DOI: 10.32996/ijllt Journal Homepage: www.al-kindipublisher.com/index.php/ijllt IJLLT AL-KINDI CENTER FOR RESEARCH AND DEVELOPMENT Copyright: © 2022 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom. Page | 218 | RESEARCH ARTICLE Evaluation of Teaching English Grammar Methods from Focus on Form Instruction Perspective on Unlock Textbook Dr. Ayman Hamad Elneil Hamdan Abdala Assistant Professor, English Department, College of sciences & Arts- Dhahran Aljanoub, King Khalid University, Saudi Arabia Corresponding Author: Dr. Ayman Hamad Elneil Hamdan Abdala, E-mail: aabdala@kku.edu.sa | ABSTRACT The study investigates the evaluation of teaching English grammar methods implemented in the teaching grammar section in Unlock textbook and investigates how frequently different types of focus on the form used in teaching grammar in an intensive English course at King Khalid University can enable students to develop linguistic accuracy. Observation is conducted as an instrument of data collection. The findings of the study have revealed that teaching English grammar in Unlock textbook using an inductive approach is pedagogically effective and applying the reactive type of focus on form raises attention to linguistic forms and maximizes accuracy in writing. The study recommends that English teachers should teach grammar using an inductive approach and learner centeredness and English teachers should give students excessive practice on focus on form with meaning. | KEYWORDS Proleptic Approach, consciousness-raising, explicit knowledge, implicit knowledge, LEAD Principles, reactive, pre-emptive | ARTICLE DOI: 10.32996/ijllt.2022.5.3.29 1. Introduction Teaching English as a foreign language involves two perspectives – comprehension and production, but learning English requires linguistic association and non-linguistic association. All of them are cored on grammar which is regarded as the backbone of language and the mechanism of language that entails novelty. It involves accuracy, applicable language patterns, meaningful communicative structure, item-learning, and regularization in language. Grammar embodies two aspects –chain structure and choice (deep structure). Teaching English grammar means enabling language learners to use linguistic form accurately, meaningfully, and appropriately. Thus, grammar concentrates on linguistic forms within the context of performing communicative activities which have been termed "focus on form" (Long, 1991). Focus on form instruction focuses attention on the meaning and the attention to form arises out of meaning-centered configuration (Long and Robinson, 1998). Focus on form can enable learners to develop linguistic accuracy and it allows learners to take time out from a focus on meaning to notice linguistic items in the input, thereby overcoming a potential obstacle of purely meaning-focused lessons in which linguistic forms may go unnoticed (Doughty, 2001). Traditional grammar teaching focuses on the notion of competence, which embodies the knowledge of concepts and rules stored in minds of the learners. Nonetheless, shallow - end and the deep-end approach. The deep-end approach claimed that grammar should be acquired unconsciously. The deep–end approach proposed that neither the exposition to quality input nor its focus on output or production is sufficient to guarantee accurate and fluent language learning. Whereas, the shallow–end approach assumed that provision for grammar teaching arose from the needs of learners as perceived by language teachers (Swain, 2000). Unlock textbook focuses on grammar for productive skills, speaking, and writing, and it entails syntactical structure and lexis (the large size of lexicon, collocations, usage, parts of speech, sentence components, and phrasal verbs)( www.cambridge.org.). 2. Aims of the Study This study aims at observing and evaluating teaching English grammar methods implemented in the teaching grammar section in Unlock textbook and to investigate how frequently different types of focus on form used in teaching grammar in an intensive English course at King Khalid University can enable students to develop linguistic accuracy, focus on meaning and notice linguistic