The main goal of this study is to provide the educational contents of French grammar by means of English grammar. As one of their strong points, English has simplified the verbal and nominal inflections, but French has done the regular shape of its pronunciation. As a matter of course, they differ in the pronunciation, words, and expressions. Nevertheless, French and English have shared so many things through their history: their vocabulary and grammar on the Greco-Roman legacy have had mutual influences through Norman Conquest(1066) and the industrial revolution. So these two languages have grammatical common concepts, which are not at all: for example, the parts of speech, word order, modes, tense, passive voice, relative clauses, etc. There is not only grammatical similarity but also difference between these two languages. Basically, they have the word order SVO but French has the case SOV that contains clitic pronouns. They also show subtle disparities in the mood, the tense, the frame of verbal sub-categorization, the hiatus, etc. Though they broadly have common concepts of the article, its ordinary uses are not same. In the passive voice and the relative clauses, there is a little subtle distinction. But English grammar helps students to understand French grammar. In consequence, students who have knowledge of the former can easily acquaint the latter. Professors may lead students to reach to a higher level of French grammar by explaining common concepts and emphasizing different ones between these two languages

English εducation has becomε our national concern, but it cannot bε denied that this has caused the social problem of the English dividε In partic비 ar， the present public English education system sεems to be in a dilemma bεcause there is a largε gap bεtwζζn the goal of improvement of communicative competence in English and the reality of our schools. Thus, this paper discusses why we need to recognize thε role of English grammar education in thζ EFL situation as one of the ways to carry out more realistic and effective English education. It focuses on thε necessity of the combination of grammar with communication by reviewing the status of gr잉nmar education according to the various seconψforeign language ζducation theories and by consi~ering the problεms with communicative language teaching in our current educational situation. The concept of gramrnar has changed from the traditional one and the role and significance of gramrnar teaching are still being reevaluated. A dζsirable public education policy should bε εstablishεd on the basis of the real needs of 1εarners and the real situation of schools. To accomplish thε goals of effective English εducation ， this papεr accordingly suggests that a new approach to gramrnar teaching bε irnplemented with political support through English education programs.