This study investigates how students and learners who are acquiring English as a second language acquire English grammar, specifically within the context of English translation studies. Utilizing field methods such as questionnaires and an analytical examination of the learning trajectory, this research focuses particularly on the challenges encountered during the learning process. The participant group consists of roughly 80 students from the University of Applied Science and Technology in Tehran. A statistical analysis employing the SPSS software, alongside a focused study involving 30 students from the Islamic Azad University Islamshahr Branch, serves to delineate and scrutinize the collected data in this domain. Grounded in the theoretical principles of linguistics, this research proposes innovative insights into pedagogical strategies and the methodologies adopted by learners. The results reveal a tangible link between linguistic study, the discipline of linguistics itself, and grammatical knowledge, highlighting the significance of theoretical frameworks and a purposeful stance towards enhancing communication skills and grammatical mastery as pivotal in mastering English grammar. The study advocates for a context-oriented method, leveraging linguistic competencies, interactive engagement, and the development of language abilities, including phonetics, as conceptual frameworks for advancing grammatical proficiency. Moreover, it underscores the necessity of integrating linguistic studies into the educational curriculum, emphasizing its critical role for both educators and students. By offering a novel perspective on the interplay between linguistics and pedagogy, this research paves the way for a renewed, application-oriented, and structured engagement with linguistic science in forthcoming scholarly inquiries within this field.