The significance of teaching grammar to build students communicative competence has been a controversial issue. However recent understanding about the controversy has come to an agreement that the debate is not on whether grammatical competence is important but rather on how to teach grammar. Pertinent literature shows that there are three major approaches to grammar teaching deductive induc-tive and consciousness raising. Each of these approaches has its own proper place in accordance with which part of grammar is used as the target of learning how vital the grammar item is for comprehensible communication and how much exposure is available to the students.