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Grammar is often misunderstood in the language teaching field. The misconception lies in the view that grammar is a collection of arbitrary rules about static structures in the language. Further questionable claims are that the structures do not have to be thought, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring. This thesis on comparative approach tries to make a brief analysis of necessity of grammar teaching before it gives adoi:10.5539/ies.v2n2p184 fatcat:gluskdtfizdtphcfoniv5nkgcq