Abstract:
Since every language is systematically organized by its grammar, which is linked to meaning
and communication, it is difficult to form sentences without building grammatical structures.
Grammar also gives students the opportunity to discover the nature of language through
reading, listening, writing, and speaking (Jacobs, 2017). The aim of this study is to investigate
the current situation and strategies of grammar teaching for EFL young learners in Boussam
Mohamed Cherif High School, Bordj Ghedir, Algeria: the case of the first and second
grades of High school. Therefore, the main aim of the study is to identify the strategies
teachers use toteach grammar in Algerian High school, the impact of grammar strategies on
students and the factors that prevent students from learning grammar in the classroom n order
to achieve these objectives, a triangulation was used such as: primary data (a qualitative
interview with English teachers), secondary data (a quantitative observation checklist), and
supplementary data (a quantitative questionnaire) were collected over a period of twelve
weeks. The results of the data analysis confirmed that grammar strategies have a great impact
on the comprehension ability of EFL learners as they enable students to communicate their
ideas.The study presents the different variables that can be a barrier to grammar learning in the
classroom and thus influence students’ feedback.
