This research paper delves into the indispensable role that grammar instruction plays within the frameworks of English as a Foreign Language (EFL) and English as a Second Language (ESL) teaching and learning. The study addresses the ongoing debate between communicative competence and grammatical accuracy, arguing that a foundational understanding of English grammar is essential for achieving true fluency and clarity in communication. The authors analyze various pedagogical approaches, including deductive and inductive methods, to determine how grammar can be integrated into the classroom without hindering the natural acquisition of the language. Through a critical lens, the paper examines the challenges faced by both teachers and students in non-native contexts, where first-language interference often complicates the mastery of English syntax and morphology. The research highlights that without a structured grasp of grammar, learners often plateau in their development, leading to fossilized errors that impede professional and academic success. The analysis emphasizes a balanced "form-focused" instruction that encourages learners to understand the 'why' behind linguistic structures. The study concludes that grammar should not be viewed as a set of rigid rules but as a dynamic tool that empowers EFL/ESL learners to express complex thoughts with precision. This work serves as a vital resource for curriculum developers and language practitioners aiming to bridge the gap between structural knowledge and practical language usage.

Keywords: English Grammar, EFL/ESL, Pedagogical Approaches, Communicative Competence, Language Acquisition, Syntax.