. What has remained controversial is 'how to teach grammar to help L2 learners acquire it. The present study was designed on a qualitative-quantitative survey basis using a semi-structured interview and questionnaire on the effectiveness of different approaches in teaching grammar which was administered to 128 students and 5 EFL instructors in four high schools in Isfahan province, the city of Falavarjan. The results of the study revealed that the students and instructors preferred 'focus on form (FonF)' instructional method. The results also demonstrated that some of the participants favored a teacher fronted classroom with an emphasis on explicit grammar instruction. The results of the study is in line with the related literature in grammar teaching approaches that 'focus on form' (FonF) acts as a middle-way between the two extremes of (FonFs) and 'focus on meaning (FonM)'. Moreover, the role of L1 in the grammar instruction cannot be stigmatized as unworthy of consideration without providing enough empirical evidence. The overall results suggest that the treatment of grammar with a 'one -size -fits-all' methodology instead of utilizing a balanced perspective based on the needs and context of the learners is not expected to yield sufficient result in any language teaching contexts.

The present research was conducted with the aim of examining the foreign language learning needs of graduate and postgraduate students of Genetics in Iran in order to help students to meet the growing present and emerging future language demands. The study was designed on a qualitative-quantitative survey basis using interviews and questionnaires which was administered to 35 undergraduate students, 18 postgraduate students, and 4 subject-specific instructors. To see whether the graduate and postgraduate students differed significantly in terms of their language needs, an independent sample t-test was used. Chi-square analysis was also conducted to examine the possible discrepancies across the perceived needs of the students and their parallel counterparts in the instructors' corpus. The findings of the study revealed some minor discrepancies with regard to the language needs and perceptions across different levels. The chi-square results also revealed very few differences between the students' and instructors' perceived needs.