Abstract
The current case study discusses the implementation of a three-dimensional grammar system in the teaching of Modal Auxiliary Verbs at English Language Centers in Quetta, Baluchistan, Pakistan. The qualitative analysis approach is used, and the thesis relies on semi-structured interviews and impressions. The three-dimensional Grammar Framework Theory put forward by Murcia and Freeman (1999), is the theoretical base of this study. The data has been collected from 15 English Language Classrooms Modal Auxiliary Verbs and 15 English Language Teachers, who were selected by means of maximum sampling variation. Semi-structured observations and interview have been utilized for the in-depth analysis of the collected data. Moreover, the profoundly promising results in this small-scale exploratory case study include proof that only 6 English-language teachers integrated a three dimensional grammar structure into the teaching of Modal Auxiliary Verbs and among the remaining respondents, 6 instructors concentrated on ‘usage’, 2 teachers emphasized on ‘meaning’ and only one respondent insisted that ‘form’ is vital but she was later found to be stressing on ‘meaning’ during classroom observation.
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