1. Introduction
In my experience, grammar is perhaps the term in the English as a foreign language (EFL)
classroom that evokes the most negative associations. Today, English is used for many
purposes around the world, and there are many reasons for which English is important to
learn. Still, English grammar, despite its importance in language learning, seems to be
associated with boring rules and red ink by many. This thesis addresses some questions of
grammar in the EFL classroom. The aim is to examine grammar tasks in EFL textbooks. In
the introductory chapter reasons for examining English grammar in education, and reasons for
studying textbooks will be given. The research questions and aims, in addition to an overview
of the thesis will be presented.
1. IntroductionIn my experience, grammar is perhaps the term in the English as a foreign language (EFL)classroom that evokes the most negative associations. Today, English is used for manypurposes around the world, and there are many reasons for which English is important tolearn. Still, English grammar, despite its importance in language learning, seems to beassociated with boring rules and red ink by many. This thesis addresses some questions ofgrammar in the EFL classroom. The aim is to examine grammar tasks in EFL textbooks. Inthe introductory chapter reasons for examining English grammar in education, and reasons forstudying textbooks will be given. The research questions and aims, in addition to an overviewof the thesis will be presented.
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