This study attempts to analyze future directions of grammar education for the Free-learning Semester in terms of learning and teaching method and curriculum. To this end, it is suggested that grammar education should focus on the use of grammar after internalizing the principles and rules. Based on this perspective, it is suggested as follows: first, inquiry learning and Havruta learning was suggested as teaching and learning methods to internalize grammar knowledge. Inquiry learning has been widely accepted as a grammar education method, it is also indicated that procedures such as hypothesis setting and testing are appropriate for grammar education. Therefore, this study suggested that its procedures be streamlined as three steps of observation – analyzing – judgement since the procedure of observing and analyzing any language phenomenon and judging its internalized rules can be considered as sufficient. Throughout the procedures, students are asked to actively participate in group discussions and cooperative learning whereas in Havruta learning, students are asked to participate in pair conversations cooperatively in student-centered ways. In this method, learners internalize grammatical knowledge while they ask questions, have conversations with their pairs, and make questions together. To achieve the goal of Free-learning Semester which focuses on the convergence and integration between different subjects, integration within a subject was suggested rather than across different subjects. Since the fundamental purpose of convergence is on the enhancement of integrational thinking and problem-solving skills, it seems more efficient to 95 「2015 교육과정」에 기반한 자유학기제의 문법 교육 방향 설정attempt to integrate within the same subject rather than try to connect different subjects in an awkward way.