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The teaching of grammar in the instructional context of FL for adult learners has been extensively discussed. Furthermore, this topic has often led to a heated controversy. There has been an enormous methodological evolution from the Grammar-Translation approach, followed by natural methodologies and until the most extended instructional method implemented nowadays: the communicative approach. The present paper briefly reviews from a historical perspective the evolution of instructional methodologies in order to frame the most current scenario. It also examines the impact of up-to-date investigation about the brain in the teaching context to justify and contextualize an innovative grammar approach coined as affective grammar. To understand this new term, a definition is provided together with its limitations and exemplification. Finally, the results of a pre-experimental and preliminary study are presented; they seem to confirm some of the hypotheses based on this pedagogical approach
