INTRODUCTION
RATIONALE
In Vietnam, English has become essential for technological and business development, serving as a key language for international communication and a tool for securing grants and aid The necessity of teaching and learning English has increased significantly due to the country's process of international integration As a result, English is now a mandatory subject in school curricula and national high school examinations A primary objective of English education is to equip students with communicative competence Following Vietnam's entry into the WTO, there has been a heightened recognition of the importance of spoken English, particularly since the 2008 school year.
In 2009, Vietnam implemented a significant educational reform with the introduction of a new National Curriculum, which transformed English language teaching in schools The updated textbooks "English 10, 11, 12" represent a shift from the traditional grammar-translation method to a more effective communicative approach, enhancing the overall learning experience for students.
In Vietnam, English language teaching primarily focuses on grammar, as many teachers and students associate learning English with mastering grammatical rules This emphasis is largely driven by national examinations, which aim to assess candidates' linguistic competence in writing Consequently, English instruction in secondary schools is tailored to prepare students for these assessments Moreover, a solid understanding of grammar is essential for effective communication; without it, students risk producing language that is deemed ungrammatical and unacceptable.
Teaching and learning grammar effectively remains a significant challenge for many Vietnamese secondary school English teachers Both educators and students encounter numerous difficulties in the process, highlighting the need for improved strategies in grammar instruction.
At Viet-Ba High School in Vietnam, English has been a mandatory subject in the secondary curriculum for many years, highlighting the significance of English grammar instruction As an English teacher, I recognize the challenges faced in teaching grammar during the “Language Focus” periods, which can hinder effective learning Addressing these challenges is crucial for both my professional development and that of my colleagues This understanding has inspired my thesis titled “Challenges in Teaching Grammar in the 'Language Focus' Periods with the New English Textbook Tiếng Anh 12 at Viet-Ba High School and Some Possible Solutions.”
AIMS OF THE STUDY
For the reasons mentioned above, the specific aims of the study, accordingly, are:
To investigate into the challenges many teachers at Viet-Ba High school encountered in teaching grammar in the “Language Focus” periods with the New English Textbook Tiếng Anh 12
To find out some possible solutions including a variety of techniques and activities to achieve the effectiveness in teaching grammar and in order to make grammar teaching more communicative.
RESEARCH QUESTIONS
1 What do the teachers at Viet-Ba High school perceive of the problems in teaching Grammar to 12 th form students in the “Language Focus periods”?
2 What should be done to overcome those problems at Viet-Ba High school?
RESEARCH METHODOLOGY
The study utilized both qualitative and quantitative methods as primary research tools to effectively address the research questions, highlighting the advantages of each approach.
An extensive literature review was conducted to critically assess the role of grammar in language teaching and learning, highlighting common methods employed in grammar instruction and their impact on both teaching practices and student learning outcomes.
Sources of data were collected, involving the teachers in Viet-Ba High school in order to achieve the aims of the study
Questionnaires: Conducting a survey questionnaire to investigate teachers‟ evaluative comments and their attitudes towards teaching English grammar to 12 grade as well as their perceived challenges
Observation: Observing some classes to investigate how grammar was approached in the classroom by 2 different teachers
Interview: Interviewing 2 grade 12 th teachers to get better insights into the research questions
Data collected from the questionnaires were triangulated with classroom observation and interview All these were done at Viet-Ba High school in Hanoi.
SCOPE OF THE STUDY
This study focuses on teaching grammar during language focus periods for 12th-grade students at Viet-Ba High School The minor thesis aims to identify the challenges faced by teachers in this context and propose solutions to enhance the communicative nature of grammar lessons The research will involve six teachers from the 12th grade, seeking to discover the most effective strategies for successful grammar instruction.
The study consists of 3 main parts, which are presented as follows:
Chapter 1 Introduction This chapter provides an overview of the study with specific reference to the rationale, the aims, the methods and the scope of the study
Chapter 2 Development This chapter is divided into four main parts
The literature review delves into the theoretical foundations of the thesis, highlighting four key aspects of English grammar: the definitions of grammar, its significance in foreign language instruction, commonly employed teaching methods, and the approach to grammar teaching within the framework of Communicative Language Teaching (CLT).
2.2 RESEARCH METHODOLOGY This part presents the research questions of the study, the subjects of the study, and the instruments used to collect the data
2.3 DATA ANALYSIS AND DISCUSSION This part explores a detailed description of data analysis and a discussion of the findings of the study
2.4 FINDINGS AND SOME POSSIBLE SOLUTIONS FOR BETTER TEACHING ENGLISH GRAMMAR in the “Language Focus” TO 12 TH FORM STUDENTS AT VIET-BA HIGH SCHOOL This part presents the summary of the major findings including some possible problems in teaching English grammar encountered by teachers in Vietnam in general and at Viet-Ba High school in particular Especially, some recommendations proposed for the administrators and for the teachers teaching grammar in the upper secondary school are mentioned in this part Finally, the limitations of the study and some suggestions for further research are presented
DEVELOPMENT
DATA ANALYSIS AND DISCUSSION
2.4 FINDINGS AND SOME POSSIBLE SOLUTIONS FOR BETTER TEACHING ENGLISH GRAMMAR in the “Language Focus” TO 12 TH FORM STUDENTS AT VIET-BA HIGH SCHOOL This part presents the summary of the major findings including some possible problems in teaching English grammar encountered by teachers in Vietnam in general and at Viet-Ba High school in particular Especially, some recommendations proposed for the administrators and for the teachers teaching grammar in the upper secondary school are mentioned in this part Finally, the limitations of the study and some suggestions for further research are presented
Defining grammar can be challenging, as linguists and grammarians have proposed various interpretations The meaning of grammar often depends on the specific context in which it is used Despite the multitude of definitions, this study aims to highlight several key interpretations of grammar.
According to "The Longman Dictionary of Contemporary English," grammar is defined as the set of rules governing how words alter their forms and how they are organized into sentences.
Grammar encompasses two fundamental aspects: the rules governing word changes and their arrangement into sentences, along with the study and application of these rules Understanding grammar equips learners with the skills to effectively construct phrases and sentences, highlighting the dynamic nature of language Essentially, grammar can be defined as the system that dictates how words transform and combine to form coherent statements.
Grammar is the study of the systems and patterns used to select and combine words, providing insight into the structure and regularity that form the foundation of language By examining grammar, we equip ourselves with the tools necessary to discuss and understand the language system more effectively.
Thornbury (2001, p 2) introduces the concept of "to grammar," suggesting that grammar is an active process we engage in while speaking He draws an analogy between the finished product of an omelette and the process of making it, emphasizing that simply observing or tasting the omelette does not equip one with the skills to prepare it.
Ur (1998) offers a comprehensive and accessible definition of grammar, describing it as the method by which a language organizes and combines words or their components to create longer units of meaning.
Bastone (1994) characterizes grammar as a multi-dimensional concept, describing it as a formal mechanism, a functional system for conveying meanings, and a dynamic resource utilized by both users and learners in various contexts and at different times.
Cristal (2004) gives more ideas of grammar as:
Grammar serves as the essential framework for effective communication, enabling us to articulate our thoughts clearly By understanding its principles, we enhance our ability to convey meaning and assess the clarity of our language and that of others.
Grammar plays a crucial role in enhancing precision, clarifying ambiguity, and utilizing the expressive richness of the English language Its importance extends beyond English teachers, benefiting educators across all subjects, as effective teaching fundamentally revolves around understanding and conveying meaning.
Grammar, a key aspect of linguistics, encompasses various functions such as social interaction and discourse, which significantly impact the methods and materials used for teaching in the context of Communicative Language Teaching (CLT) As an English teacher, I will focus on three specific aspects of grammar to enhance my instructional approach.
Swain (1985) introduces the concept of "pedagogic language rules," which are designed to assist foreign-language learners in grasping specific aspects of the languages they study These rules can be directed either at the learners themselves or at teachers and materials writers responsible for conveying them The primary goal remains the same: to enhance the understanding of language learners.
The term "pedagogic grammar" refers to a set of rules aimed at helping students understand the structure of their native language This concept is particularly relevant for teaching mother-tongue language instruction, as it provides essential guidelines for learners.
Grammar and rules are often viewed as synonymous by both teachers and learners This perception is supported by linguists and grammarians who frequently incorporate the term "rules" in their definitions of grammar.
Grammar is the set of rules that dictates the conventional arrangement and relationship of words within a sentence It specifically pertains to sentence-level rules, distinct from discourse rules that govern the connections between sentences.