INTRODUCTION
Theoretical background
In today's globalized world, English has emerged as the primary lingua franca, playing a crucial role in international business, science, technology, education, and diplomacy Consequently, English language teachers must recognize that their role extends beyond preparing students for exams; they should also focus on equipping students with the skills needed for meaningful communication in their everyday lives.
Language educators, including Bygate and Tornkyn (1994), Ellis (1997), and Thornbury (1999), agree that raising students' awareness of grammar is essential in the language teaching process Bygate and Tornkyn (1994) emphasize that a strong foundation in grammar is necessary for learners to achieve advanced communicative competence Supporting this view, Ellis (1997) highlights that effective grammar instruction is fundamental for enabling learners to communicate meaningfully and accurately, thereby improving their second language proficiency.
Traditional English language teaching primarily focuses on imparting linguistic knowledge through grammar rules explained in the students' native language, leading to rote memorization and passive learning In this approach, teachers act as controllers while students merely absorb information, hindering their ability to use and produce language meaningfully and contextually To promote effective communication, it is essential to teach language structures within relevant contexts, encouraging students to apply acquired rules in real-life situations.
Methodologists and textbook designers argue that grammar learning is more effective when it is integrated into meaningful contexts through communicative activities (CA), rather than being taught as an isolated component of knowledge (Thornbury, 1999; Newby, 2000; Degu, 2008).
Many teachers still struggle to find effective methods for teaching grammar, as noted by Thornbury (1999), who states that grammar instruction is often misunderstood and controversial Despite the importance of grammar in language mastery, many English teachers continue to rely on traditional techniques that focus on rules rather than meaningful practice Ur (1996) argues that grammar teaching should not be an end in itself The communicative language teaching (CLT) approach advocates for teaching grammar in a way that enhances language competence for communication By using communicative activities (CA) such as role play, language games, and discussions, students can learn grammatical concepts while staying engaged and developing their skills in a more creative manner.
Teaching and learning grammar in Tran Mai Ninh secondary school
In the 2021-2022 academic year, sixth-grade students at Tran Mai Ninh Secondary School in Thanh Hoa city were selected based on their performance in math and literature entrance exams Despite their intelligence and eagerness to learn, there is a significant disparity in their English proficiency levels While some students demonstrate strong English skills and a solid grasp of grammar, many lack a foundational understanding due to their focus on math and literature during the entrance process As a result, these students seek assistance from their teachers to enhance their grammatical range and overall language skills Additionally, the researcher, from an English language teaching perspective, identifies potential challenges stemming from teacher-related factors and the broader learning environment, which may hinder students' ability to use English grammar correctly and effectively.
This study aims to explore students' attitudes towards grammar instruction and the challenges encountered in the teaching and learning of grammar through Contrastive Analysis (CA).
Aims of the study
This study investigates the effectiveness of Communicative Approach (CA) in teaching grammar at Tran Mai Ninh Secondary School by examining students' attitudes and the current realities of grammar instruction It aims to identify challenges students face when applying CA in grammar lessons and to propose practical solutions for enhancing communicative grammar teaching Additionally, the research seeks to inspire and engage students' interest in grammar learning.
Research questions
The study is conducted to address the following research questions:
1 What are the attitudes of 6 th grade students towards the application of CA in teaching and learning grammar in Tran Mai Ninh secondary school?
2 What difficulties do these students have to face when learning grammar through CA?
Scope of the study
This study focuses on the managerial aspects of grammar learning among 6th grade students at Tran Mai Ninh Secondary School It aims to investigate the students' attitudes and the challenges they face in the learning process when Communicative Approaches (CA) are utilized Based on the findings, the study will propose suggestions to enhance the effectiveness of communicative grammar teaching techniques at the school.
120 students in 3 classes (6D, 6F, 6G) in Tran Mai Ninh secondary school.
Significance of the study
Despite extensive research on grammar teaching through the Communicative Language Teaching (CLT) approach, English practitioners have yet to find a consensus on effective methods This lack of clarity is likely due to the influence of specific pedagogical contexts and the attitudes of both teachers and students, which significantly impact the choice of suitable teaching strategies Therefore, the author aims to investigate this ongoing debate to provide valuable insights for researchers interested in this topic.
The study aims to enhance teachers' understanding of students' perceptions regarding grammar instruction through the use of Contrastive Analysis (CA), while also examining the practical application of CA in grammar lessons.
The study aims to raise awareness among program stakeholders about the challenges teachers and students encounter in teaching and learning grammar Consequently, it proposes solutions to address these obstacles and enhance the effectiveness of communicative approaches (CA) in improving students' grammar mastery.
Organization of the study
The study is organized in three parts as follow.
Part 1: “Introduction”, provides the rationale for conducting the thesis, defines the specific aims of the study and the research questions The scope, the significance and the organization of the study are also presented.
Part 2: “Literature review”, discusses various theories and studies on the areas that establish the underpinnings for the current research It deals with the definitions, objectives and features of CA Also in this part, five common communicative strategies are discussed before the previous studies into the application of CA in formal grammar instructions are presented.
Part 3: “Methodology”, gives description of subjects, data collection instruments, data collection procedures, and method of data analysis for carrying out the research.
Part 4: “Findings and Discussion”, discusses the research findings on the basis of data computerized and analyzed with the support of SPSS, version 16.0 The results of the data analysis are presented, discussed and compared with the results of other previous studies.
Part 5: “Implications and Conclusion”, contains the summary of the study and some implications This is followed by the limitations of the work, and several suggestions are made for further research The last section in this chapter is the conclusion to the whole study Following this is a bibliography listing all reference books and articles directly or indirectly quoted in the study.
LITERATURE REVIEW
According to Harmers (1991), Communicative Activities (CA) involve learners utilizing their acquired linguistic skills to convey specific meanings for particular purposes, fostering a desire to communicate Ellis (1990) emphasizes that effective CAs motivate students to use the target language for genuine communicative intents, allowing them to prioritize content over form This approach enables students to manipulate target structures freely, facilitating authentic communication among peers.
In communicative activities (CA), teachers should refrain from correcting mistakes or insisting on accuracy, as these actions can hinder the primary goal of communication Instead, instructors should adopt the roles of participant or observer, carefully listening to provide constructive feedback after the activity concludes Wang (2010) highlights several benefits of this approach: it enhances student motivation through enjoyment, facilitates practice in language use and meaning, fosters a supportive learning environment, and strengthens interpersonal relationships among learners.
In contrast to non-communicative approaches (non-CA), communicative approaches (CA) effectively engage learners in meaningful communication Non-CA methods often fail to inspire a desire to communicate, leading to a lack of communicative purpose among students During drills or controlled practices, learners are primarily motivated by accuracy rather than communicative objectives, prompting teachers to frequently correct mistakes and request repetition for precision Consequently, materials in non-CA are designed to limit language use, whereas CA encourages unrestricted language engagement Harmer (1991) illustrates these differences in his table titled "The Communication Continuum."
no materials control The communication continuum (Harmer, 1991, p 31)
The teaching of productive skills involves three key stages: introduction of new language, practice, and communicative activities (CA) In the initial stage, new language is often presented in a non-communicative manner, where instructors use controlled techniques such as repetition and drills, focusing on accuracy and correcting mistakes The second stage, practice activities, balances between non-communicative and communicative approaches, allowing students to exchange information for communicative purposes, though often with limited language variety due to predefined materials Finally, CA emphasizes the use of diverse language structures for genuine communication, promoting greater language autonomy among students.
Sun and Cheng (2000) identify three key characteristics of Communicative Approaches (CA): first, CA are task-based, focusing on real-life communicative tasks that learners will encounter beyond the classroom; second, they prioritize interaction as a means of language learning; and third, they emphasize the importance of learner autonomy in the language acquisition process.
Communicative Approaches (CA) prioritize learner-centered education, encouraging student initiative and interaction In this framework, students actively engage in activities and take responsibility for their own learning Additionally, CA emphasizes the importance of authentic language input, necessitating the teacher's native or near-native language competence to facilitate effective communication in the classroom According to Salvage (2010), effective CA should present grammar in meaningful contexts, focus more on form, and provide ample opportunities for students to practice the target grammar through speaking and writing tasks.
Littlewood (1990) identifies four key contributions of Communicative Activities (CA) to language learning Firstly, CA facilitate "whole-task practice," allowing teachers to provide students with both part-skills training and comprehensive practice tailored to their competence levels Secondly, they enhance motivation, encouraging students to engage in communication, which is essential for effective learning When classroom activities align with students' objectives, their motivation to succeed is likely to increase Additionally, CA promote natural learning, as language acquisition extends beyond the classroom, enabling students to engage in authentic communication using the target language Finally, CA foster supportive relationships among learners and between students and teachers, creating an environment that is conducive to effective learning.
The evaluation of the objectives, criteria, and characteristics of Computer-Assisted Language Learning (CALL) is crucial for designing an effective questionnaire aimed at assessing both student and teacher perspectives on the use of CALL in grammar instruction The following section highlights several common forms of CALL relevant to this study.
Linguists categorize communicative activities (CA) in various ways, with Littlewood (1990) identifying two main types: functional communication activities and social interaction activities Harmer (1991) differentiates CA based on communication forms, distinguishing between oral and written CA, while Richards (2006) outlines three types: mechanical practice, meaningful practice, and communicative practice Krieger (2005) emphasizes that instructors should consider several criteria when selecting classroom activities, including having a clear objective, being manageable in terms of cognitive demand, and maintaining student interest Additionally, Moss (2005) highlights five effective communicative strategies—information gap, problem solving, role play, discussion, and language games—that enhance communicative grammar instruction.
Information gap activities are essential in English instruction as they mimic real-life communication, where gaps in information exist between speakers and listeners (Harmer, 1991) These activities provide students with valuable opportunities to practice their speaking skills by encouraging them to utilize their foreign language abilities to bridge these gaps (Baturkmen, 1994) Teachers typically implement these tasks by supplying information to one student or group while withholding it from others, thus motivating students to collaborate and share their knowledge to complete the task This method not only fosters meaningful communication but also ensures that each student has ample opportunity to speak in English, resulting in increased language production (Neu & Reeser, 1997) Furthermore, these activities require students to negotiate meaning, enhancing their overall language learning experience.
Information gap activities can be classified in various ways, with different authors providing their own frameworks Littlewood (1992) categorizes these activities as functional communicative activities, distinguishing between sharing information with restricted cooperation and unrestricted cooperation Norman, Lewis, and Hedequist (1986) identify two types of information gap activities: puzzle forms and personal questionnaires Ur (1981), in "Discussions That Work," presents a range of activities such as finding commonalities and detecting differences Ellis (1990) further divides these activities into one-way and two-way formats, noting that two-way gap activities, where learners share information to complete tasks, promote greater interaction compared to one-way tasks.
According to Nunan (1999), two-way information gap activities are highly effective in enhancing communication skills, fostering an environment that promotes fluency and facilitates meaningful negotiation.
Problem-solving activities promote collaboration among students as they work together to address various challenges According to Littlewood (1990), these activities eliminate the necessity of sharing information, as communication arises from the need to discuss and assess existing facts within pairs or groups Students are encouraged to use their target language for meaningful interactions, such as explaining ideas, making suggestions, and achieving consensus The effectiveness of these activities is enhanced when each participant has a defined role and the tasks are clearly outlined.
Problem-solving techniques are highly valued in Communicative Language Teaching (CLT) as they provide a meaningful context for students to practice essential language forms According to Celce-Murcia and Hills (1988), these activities enable students to express problems, make suggestions, and share opinions effectively Teachers can present a problem and encourage students to collaborate on solutions, utilizing the target language structures This approach not only fosters communication but also promotes cooperative learning, allowing students to negotiate meaning and enhance their language skills in a practical setting.
According to Littlewood (1990), students must consolidate information in this type of communicative activity (CA), preparing arguments either in support of or against a given proposition Sheils (1993, p 27) highlights the significance of discussion activities, emphasizing their role in enhancing student engagement and critical thinking skills.
METHODOLOGY
This study explores the attitudes of 6th grade students at Tran Mai Ninh Secondary School towards learning grammar through Communicative Approach (CA) It seeks to identify the challenges these students face in the communicative teaching and learning of grammar and offers recommendations to overcome these obstacles The research is guided by specific questions aimed at understanding students' perceptions and experiences in this educational context.
1 What are the attitudes of the 6 th grade students towards the application of communicative activities in learning grammar in Tran Mai Ninh secondary school?
2 What difficulties do the students have to face when learning grammar through communicative activities?
This study utilizes a descriptive approach, incorporating both qualitative and quantitative research methods to identify and describe phenomena (Seliger and Shohamy, 1995) The primary data collection instruments employed are questionnaires and follow-up semi-structured interviews, which are essential for addressing the research questions The rationale for selecting these instruments will be discussed in detail.
The primary data collection method utilized in this project is a questionnaire, which effectively captures complex internal phenomena such as thoughts, feelings, attitudes, and beliefs According to Seliger and Shohamy (1995), questionnaires are reliable and flexible tools that promote objectivity, allowing for anonymous responses from participants This cost-effective, self-administered instrument can be distributed to large groups simultaneously, ensuring uniformity and accuracy in the data collected Anonymity encourages participants to disclose sensitive information, further enhancing the accuracy of the findings By minimizing bias and maintaining reliability and validity, questionnaires have become a favored data collection method across various research fields, enabling researchers to quantify responses for comprehensive analysis (Nunan, 1992).
In the present study, the questionnaires for students and teachers were designed on basis of Liker scales with six-point rating scales of agreement ranging from
Respondents were asked to indicate their agreement with statements about Computer-Assisted (CA) grammar learning and teaching on a Likert scale ranging from "strongly disagree" (1) to "strongly agree" (6) To encourage genuine responses and prevent participants from opting out of making a choice, an "undecided/neutral" option was deliberately excluded from the scale, as recommended by Dornyei (2003).
The questionnaire developed to investigate students' and teachers' attitudes towards Communicative Approach (CA) in grammar teaching is based on adapted questions from Karavas-Doukas's (1996) study on attitudes towards Communicative Language Teaching (CLT) and theories proposed by Littlewood (1990), Harmer (1991), Sun & Cheng (2000), Wang (2010), and Salvage (2010) Additionally, questions addressing the challenges of implementing CLT were adapted from Rahimi and Nader's (2014) research The scale includes 32 items rated on a six-point Likert scale, with a Vietnamese translation provided to accommodate the limited English proficiency of student participants The questionnaire features a mix of positive and negative statements regarding CA in grammar instruction, maintaining a consistent structure for both student and teacher questionnaires It consists of three distinct parts.
The initial section of the attitudinal questionnaires consists of five questions designed to assess the frequency of five common communicative activities (CA) utilized in grammar lessons: information gap, problem solving, role play, discussion, and language games The data gathered from this section serves as evidence of the implementation of CA in actual classroom settings and identifies the most commonly used activities among teachers.
The second part of the research, consisting of 13 items, seeks to address the initial research question regarding teacher and student attitudes toward Communicative Approach (CA) This section includes both positive and negative statements categorized into two primary factors: linguistic influence and affective influence of CA in grammar instruction Specifically, questions 6, 8, 12, 13, 14, 15, and 16 focus on the linguistic influence, examining aspects such as language fluency, accuracy, acquisition, natural learning, and the effective application of classroom knowledge in real-life contexts In contrast, questions 7, 9, and 10 explore the affective influence of CA on grammar teaching and learning.
11, 17, 18 focus on affective (feeling) influence (classroom engagement, fun, relationship between teacher and students, and among students) of CA in the grammar class.
The third section features 14 closed-ended questions addressing the challenges faced by teachers and students when utilizing Communicative Approach (CA) in grammar lessons These questions are categorized into three subscales: Student-related factors, which highlight issues such as students' passive learning styles, inadequate language proficiency, and lack of motivation and collaboration; Teacher-related factors, focusing on teachers' limited language skills, fragmented understanding of Communicative Language Teaching (CLT), and insufficient time for preparation and error correction; and Institutional factors, which examine challenges like class size, the impact of grammar-based testing, outdated materials, and inadequate learning resources.
The data are collected by the researcher during a week in De The procedure of collecting data consisted of the following steps:
Step 1: At the first place, the questions had been distributed and piloted by a small group of ten students who were not the subjects of the study, so that any ambiguities could be identified and amended Then, 120 copies of questionnaires were delivered to the students in 3 classes The order to work with the questionnaires could be described as follows:
The questionnaire's purpose was clearly explained, and participants were encouraged to seek clarification on any points They were instructed to complete the questionnaire within 15 minutes, and the majority found it easy to understand As a result, all participants successfully finished the questionnaires on time.
Step 2: All questionnaires were collected and analysed for preliminary results about the utilization of CA in grammar instructions Then, follow-up semi- structured interviews were carried out with the focus groups of students for further information Each participant was interviewed for around 15 minutes and their responses were recorded for transcription to serve the study later.
The analysis of data from this study goes beyond simple description, focusing on a systematic process for interpreting the findings (Al-Magid, 2006) An analytic deductive strategy was employed, involving a thorough examination of questionnaire responses and interview transcriptions to identify and compare student attitudes towards the utilization of the studied subject.
CA in the processes of learning and teaching grammar as well as difficulties arising from such processes.
The attitude questionnaire consists of 32 closed-ended questions designed to gather specific information on various issues Utilizing a six-point Likert scale, respondents indicate their level of agreement, ranging from "Strongly disagree" to "Strongly agree."
To be exact, a 1-2-3-4-5-6 Likert scale was used in which 1 = strongly disagree,
2 = disagree, 3 = partly disagree, 4 = partly agree, 5 = agree, 6 = strongly agree.
To analyze teacher and student attitudes towards Cooperative Learning (CA) in grammar lessons, data collected from questionnaires were digitized and examined using SPSS version 16.0 The analysis involved various statistical procedures to calculate the results effectively.
Cronbach's Alpha was utilized to assess the reliability of the scale, while descriptive statistics were employed to calculate the means and coefficient variations for each questionnaire item Subsequently, follow-up interviews with participants were transcribed to provide additional relevant insights for the study.
FINDINGS AND DISCUSSION
To collect data for the research, 120 questionnaires were distributed, but three were disqualified due to incomplete responses After analyzing the valid questionnaires using SPSS (version 16.0), the author recognized the need for additional evidence and conducted semi-structured interviews with focus groups of 10 students This follow-up aimed to clarify ambiguous issues and strengthen the study's findings with more concrete data.
This chapter presents the findings derived from the data collection instruments and discusses the analyzed results in relation to the research questions guiding the study.
4.1 Results of the students’ attitudes towards usage frequency of CA
Table 4.1 reveals student attitudes towards the frequency of Computer-Assisted (CA) usage, ranked from most to least frequent The mean scores, ranging from 4.09 to 5.09, reflect a strong positive attitude among participants regarding the integration of CA in grammar learning.
Table 4.1 Students’ attitudes towards the usage frequency of CA in grammar lessons
Communication games, information gap activities, and discussions are the most favored methods for grammar learning among students, with mean scores of 5.0, 4.99, and 4.95, respectively In contrast, problem-solving activities and role-play ranked lower, with means of 4.58 and 4.09 The variation coefficients for these activities are below the standard threshold of 0.3, indicating a strong consensus among respondents regarding their preferences.
The results can be attributed to several factors Language games and information gap activities align well with students' current proficiency levels due to their less demanding nature and greater accessibility These activities encourage active participation in problem-solving, role-playing, and discussions, which require a solid grasp of grammar and the ability to articulate opinions convincingly Learners often possess a degree of sophistication and experience that aids in problem-solving (Burgess & Etherington, 2002) Moreover, the prevalence of language games and information gap activities in teaching resources, such as student and teacher's books, allows instructors to effectively utilize pre-prepared materials in their lessons.
4.2 Results of the students’ attitudes towards CA in grammar lessons
This section investigates the attitudes of teachers and students regarding the implementation of Collaborative Assessment (CA) in grammar instruction Initially, the reliability of the attitude scale was assessed, followed by the use of descriptive statistics to compute and compare the mean and coefficient of variation for each variable This analysis aims to highlight the differences in perspectives between the two participant groups on the use of CA in grammar lessons.
I like CA as they open opportunities for me to practice English skills, not only grammar knowledge (Q.6)
I like CA as they help me apply grammar structures into real-life situations effectively.
I like CA as they increase my accuracy and fluency when using English (Q 12)
I like CA as they enable me to absorb grammar knowledge quickly (Q.13)
I like CA as they help me memorize grammar knowledge better (Q 14)
I don’t like CA as teachers cannot control what I do when conducting CA (Q.15)
I don’t like CA as they make me distract from the main contents of the grammar lesson (Q.16)
Table 4.2 Students’ attitudes towards the linguistic influence of CA in grammar lessons
The data presented in Table 4.2 indicates that positive responses to questions 6 through 14 had means ranging from 4.43 to 5.36 Notably, student participants expressed strong agreement that Communicative Activities (CA) not only expanded their grammatical knowledge but also enhanced their overall English skills, with a mean score of 5.36 They acknowledged the practicality of CA, recognizing it as a valuable opportunity to apply learned grammatical structures in real-life communication, reflected in a mean of 5.15 Additionally, participants partially agreed that these strategies contributed to improvements in their English accuracy and fluency.
(M = 4.91), increased their natural learning with the rapid absorption of grammar knowledge (M = 4.43) and remember grammatical points better (M 4.77)
The surveyed students largely disagreed with the notion that cooperative activities (CA) are ineffective due to teachers' inability to manage student engagement, reflected in a mean score of 3.08 Additionally, participants expressed disagreement with the idea that CA detracted from the main lesson content, with a mean score of 2.72 However, the high coefficient of variation (0.41) indicates a significant divergence in student opinions regarding the effectiveness of CA in their grammar learning.
The students' assessment of the Communicative Approach (CA) in grammar lessons was overwhelmingly positive, as confirmed by participant interviews One student noted that the real-life situations presented in CA significantly enhance daily conversations with foreign speakers Another participant emphasized that learning grammar through CA techniques, such as information gap activities and problem-solving tasks, not only improves speaking and listening skills but also reinforces the structures being taught In contrast to traditional grammar learning methods in high school, one student expressed that despite having a solid grasp of grammar rules, he struggled with speaking and comprehension in English.
Communicative Approach (CA) significantly enhances students' communicative skills, essential for their academic and professional futures Research by Nguyen Quynh Giang (2009), Hamzahs and Dourado (2010), and Pham Vu Phi Ho & Nguyen The Binh (2014) supports the benefits of CA in grammar instruction Most students favor learning grammar through CA, as it offers a refreshing alternative to the monotonous traditional methods experienced in high school.
4.3 Results of the students’ attitudes towards the affective influence of CA in grammar lessons
I like CA as they increase my self-confidence in using English (Q.7)
I like CA as they motivate the class engagement.
I like CA as they improve the relationship between the teacher and students and among students as well.
I like CA as I do not feel bored when performing them (Q.11)
I don’t like CA as I find it time-consuming when practising them (Q.17)
Table 4.3 Students’ attitudes towards the affective influence of CA in grammar lessons
The results from Table 4.3 reveal that students generally hold a moderately positive attitude towards the affective benefits of Collaborative Activities (CA) in grammar instruction, with mean scores ranging from 4.84 to 5.26 Notably, students strongly believe that CA enhances their confidence in using English, as reflected in a mean score of 5.26 However, there is only a partial consensus on CA's effectiveness in fostering class engagement (M = 4.84) and improving relationships among peers and between instructors and students (M = 4.98) Additionally, a mean score of 5.06 indicates that most students feel that CA increases their interest and motivation, alleviating feelings of depression and monotony associated with grammar learning.
The student participants generally disagreed with the negative perception that CA (Q 17) is time-consuming, indicated by a mean score of 2.38 However, the high variation coefficient (0.45) suggests that there was significant disagreement among respondents, preventing a definitive conclusion regarding overall approval of this statement.
Interviews with student participants highlighted the positive impact of classroom activities on their learning experience One student expressed that these activities enhance their interest and build confidence in handling daily situations, while another emphasized the value of group work in developing boldness and reducing hesitation when speaking in front of others Additionally, a participant noted that practicing grammar in groups allows for clarification and support, reinforcing the idea that engaging classroom activities, such as games and discussions, actively promote knowledge acquisition and participation.
Richards (2006) emphasizes that groups function as genuine communities where learners engage in collaborative learning and idea-sharing In such environments, students feel at ease with their peers, facilitating the exchange of information and feedback (Pham Vu Phi Ho & Nguyen The Binh, 2014) Furthermore, students perceive that a more knowledgeable peer can provide crucial support during challenging learning moments, while the absence of peer assistance can significantly heighten their learning anxiety (Liao & Wang, 2008).
4.4 Results of the student-related difficulties
My English competence is still poor (Q.19)
I am used to working individually (Q.20)
I am ashamed when using English before the other students (Q.21)
Table 4.4 Students’ attitudes towards their limitations in learning grammar through CA
The data in Table 4.4 indicates that most students partially agree that their English proficiency is limited (M = 4.59), a finding corroborated by their placement test results at the semester's start Additionally, students mostly partially disapprove of preferring individual study or work in classrooms (M = 3.54), with slight variation in attitudes (CV = 0.32) This aligns with evidence from question 10 regarding student interactions during collaborative activities Contrary to Sullivan's (1996) assertion that Vietnamese learners find communication easier in whole-class settings, the findings support Nguyen Thi Hai Anh's (2002) view that these learners are becoming more active and enjoy participating in language-using activities Overall, there is a noticeable shift in learner preferences from traditional whole-class environments to group and pair work activities (Huynh Van Hoa, 2006).
IMPLICATIONS AND CONCLUSION
The final chapter includes three sections: (i) summary of the study, (ii) discussion of the major pedagogical implications and (iii) limitations of the study and some suggestion for further research
This study investigates the attitudes of 6th-grade students at Tran Mai Ninh Secondary School regarding the use of Collaborative Activities (CA) in formal grammar instruction It aims to identify the challenges that impede grammar learning through CA, providing valuable insights for stakeholders The findings are intended to enhance students' grammar acquisition and overall English proficiency.
The study presents valuable recommendations aimed at enhancing students' motivation to learn English grammar, not just for exams but to improve their overall language skills It begins by providing an overview of grammar, including its definition, significance in language teaching, various teaching approaches, and grammar instruction within the framework of Communicative Language Teaching (CLT) Despite differing opinions, many scholars agree that grammar is essential for effective language acquisition; without a solid grammatical foundation, achieving high language proficiency is difficult The researcher analyzes and compares different perspectives on grammar, ultimately focusing on the CLT approach to formal grammar instruction in a specific context.
The article examines student attitudes towards grammar instruction in literature, beginning with a definition of "attitude" and its three components It highlights previous research revealing discrepancies in attitudes between students and teachers, as well as within each group These differences stem from objective factors like the learning environment and teaching methods, as well as subjective elements such as personal beliefs, teacher capabilities, and student learning habits Consequently, educators are encouraged to recognize these variances and strive to bridge the gap in perceptions by taking into account students' expectations and preferences when planning grammar instruction.
The study examined the theory of communicative activities (CA) in language teaching, outlining its definition, classification, objectives, and characteristics This theoretical framework, informed by scholars like Harmer, Littlewood, and Salvage, guided the design of the questionnaire used in the research The study focused on five common types of CA: information gap, language games, problem-solving, role play, and discussion Additionally, it reviewed several previous studies related to the research objectives to offer practical insights into the current investigation.
This study utilized two primary data collection methods: a questionnaire and semi-structured interviews, to address the research questions The findings from these methods can be summarized as follows.
A key finding from the study highlighted the frequency of five common classroom activities (CAs) in grammar lessons Overall, teachers favored using information gap activities and language games, while both students and teachers reported that role play and discussions were the least utilized activities in the classroom.
The study explored students' attitudes towards the use of Communicative Activities (CA) in grammar learning, revealing a strong preference for CA in grammar instruction Students appreciated CA for providing opportunities to practice skills beyond just grammar knowledge and for encouraging the application of grammatical structures in real-life situations Additionally, they recognized benefits such as improved accuracy and fluency, as well as enhanced absorption and memorization of grammar concepts However, students also voiced concerns regarding two main drawbacks: the lack of teacher control during CA and the potential for distractions from the core content of grammar lessons.
This study can propose pedagogical implications for learning English in general and learning grammar in particular.
English language teachers should incorporate the form, meaning, and use of target structures in their grammar lessons It is advisable to teach grammar through Communicative Language Teaching (CLT) while utilizing various Contextualized Activities (CA), rather than relying on outdated and inflexible methods.
To enhance the effectiveness and motivation of grammar teaching, teachers should bridge the gap in attitudes with their students by taking into account their preferences, interests, and abilities when planning lessons By addressing these discrepancies, educators can create a more engaging and responsive learning environment.
To enhance students' grammar knowledge effectively, it is essential for teachers to implement flexible and engaging classroom activities tailored to students' varying abilities This approach not only fosters interest but also creates a supportive environment for practicing grammar, improving other skills, and boosting students' confidence in using English.
5.3 Limitations of the study and further research
Some issues arise from this present study and several avenues for future research are recommended as follows.
The results of this study, conducted with a limited number of students in a specific setting, cannot be generalized to a larger population Different contexts and participants may yield findings that reveal various issues Additionally, the study did not consider other types of classroom assessments (CA) Therefore, further research is necessary, involving larger samples across diverse proficiency levels, teacher engagement, and various CA types.
The current investigation utilized a questionnaire and semi-structured interviews as primary data collection instruments However, since these tools were primarily developed by the researcher, there may be limitations in validating the research findings To enhance the robustness of future studies, it is advisable to incorporate a variety of data collection methods, such as observations, tests, and journals, to triangulate data and gain a deeper understanding of the research topic.
The study concentrated on pre-intermediate students and involved teachers applying Contrastive Analysis (CA) specifically to English grammar Expanding future research to include other language skills—such as listening, reading, writing, and speaking—across various university year groups would provide both teachers and learners with a more holistic understanding of CA's application in language learning.
CA to help them improve their teaching and learning English.
Further research is recommended to assess the impact of classroom practices by teachers on the grammatical acquisition of students, as well as their overall learning outcomes.
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Thân gửi các em học sinh,
Các câu hỏi khảo sát dưới đây nhằm mục đích phục vụ cho sáng kiến kinh nghiệm của tôi
“Nghiên cứu về sử dụng các hoạt đông giao tiếp để dạy ngữ pháp tiếng Anh cho học sinh lớp
6 trường THCS Trần Mai Ninh” Những thông tin trong bảng khảo sát này sẽ được bảo mật và sử dụng duy nhất cho mục tiêu nghiên cứu.
Xin chân thành cảm ơn!
Phần 1: Tần suất tham gia các hoạt động giao tiếp trong giờ học ngữ pháp trên lớp
Vui lòng chọn một ô phù hợp trên thang điểm đánh giá để thể hiện mức độ đồng ý của bạn về tần suất tham gia các hoạt động giao tiếp trong giờ học ngữ pháp Nếu có ý kiến bổ sung, xin hãy nêu rõ để chúng tôi có thể cải thiện trải nghiệm học tập.
Không đồng ý một Đồng ý một phần Đồng ý
Em thường xuyên tham gia hoạt động trao đổi thông tin (information gap) trong giờ học ngữ pháp.
Em thường xuyên tham gia hoạt động giải quyết vấn đề (problem- solving) trong giờ học ngữ pháp.
Em thường xuyên tham gia hoạt động đóng vai (role-play) trong giờ học ngữ pháp.
Em thường xuyên tham gia hoạt động thảo luận (discussion) trong giờ học ngữ pháp.
Em thường xuyên tham gia các trò chơi (communication games) trong giờ học ngữ pháp.
Phần 2: Thái độ của em về việc học ngữ pháp thông qua các hoạt động giao tiếp