Teaching grammar in context for grade 10 students at viet tri technical high school

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES LE THI MINH HIEU TEACHING GRAMMAR IN CONTEXT FOR GRADE 10 STUDENTS AT VIET TRI TECHNICAL HIGH SCHOOL (Dạy ngữ pháp thông qua ngữ cảnh cho học sinh lớp 10 trường trung học phổ thơng Kỹ thuật Việt Trì) B.A GRADUATION PAPER Field: English Methodology Supervisor: HOANG THI VAN YEN, Ph D PHU THO, 2021 ACKNOWLEDGEMENT In the process of completing my graduation paper, I have received a great deal of helps, guidance and encouragements from teachers, friends and students First of all, I would like to express my deepest thanks to my supervisor, Mrs Hoang Thi Van Yen, Ph D who was always willing to support, guide and give me valuable critical feedback Her generous help and stimulating suggestion helped me a lot in the process of carrying out this study Second, I would like to express my gratitude to all lecturers and the staff of the Faculty of Foreign Language at Hung Vuong University for their useful materials, guidance and enthusiasm during my course of study Next, my special thanks also go to all teachers and students at Viet Tri Technical high school who helped me a lot and showed great willingness to take part in my survey Without their support, the study would not have been accomplished Last but not least, I would like to express my sincere thanks to my beloved family and my friends for the love, care, tolerance and encouragements Viet Tri, May 12th 2021 Le Thi Minh Hieu i ABSTRACT In Vietnam and many countries in the world, parents are willing to invest in foreign language learning for their children from primary schools, even kindergarten, however, not all of their children can succeed as expected by their parents Up to now, many students have tried to cram lots of English structures As a result, when they concentrate too much on studying grammatical structures and lack opportunities for applying these structures in follow-up activities, hence they have had trouble using Both students and their teachers are trained to be experts in teaching grammatical structures and vocabulary, but not to utilize their language knowledge in communication With the innovation of textbook for learners in light of CLT in the recent years, learning four skills have received more attention However, many teachers have still used the traditional Grammar Translation Approach (GTA) in teaching grammar with the rules, examples out of context; making language use for real communication more difficult In that cases, teaching grammar in context is a way that can help students know how to use language appropriately The study has been conducted for the purpose of assessing the effectiveness of using context in teaching grammar for grade 10 students at Viet Tri Technical high school, Phu Tho Province There were 37 participants from class 10A4 with the researchers as teacher The data were collected from survey questionnaires, classroom observation and tests The results showed the real situation of teaching and learning grammar at the school, benefits and some difficulties when using context not only to teach and learn grammar but also to improve communicative skills Basing on the results, the researcher recommends to teachers to use context in teaching grammar for students The study is composed of three main parts: introduction, contents and conclusion Part deals with the rationale, the aims, the scope, significance of the study, the methods as well as the design of the study Part consists of chapters Chapter reviews the theoretical background of grammar, teaching grammar in Vietnam and context Chapter presents the methodology which gives detail descriptions about the setting, the subject, the collection and analysis data Chapter focuses on analysis the results of questionnaires, classroom observations and tests Part summarizes the major findings of the study It is hoped that the thesis will make a small contribution to the improvement of learning and teaching grammar and communicative competence for students ii TABLE OF CONTENT ACKNOWLEDGEMENT .i ABSTRACT ii TABLE OF CONTENT iii LIST OF ABBREVIATIONS vi LIST OF CHARTS vii LIST OF TABLES viii PART A: INTRODUCTION 1 Rationale .1 Previous study 2.1 In the world 2.2 In Viet Nam Research purposes .7 Research questions Research method 5.1 Theoretical research method .7 5.2 Investigating methods 5.3 Classroom observations 5.4 Mathematical statistical method Significance of the research 6.1 Scientific significance 6.2 Practical significance Research scope .8 Research design PART B: CONTENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Grammar and teaching grammar .9 1.1.1 Definition of grammar and teaching grammar 1.1.2 The importance of grammar and teaching grammar 1.1.3 Different perspectives on teaching grammar 11 1.2 Teaching grammar in Vietnam 12 1.3 Context and using context to teach grammar 13 iii 1.3.1 Definitions of context 13 1.3.2 Categories of context .13 1.3.3 Using context in teaching language and teaching grammar .14 1.3.4 Using context to teach grammar .15 CHAPTER 2: METHODOLOGY .21 2.1 Research setting 21 2.2 Subjects of the study 22 2.3 Participants of the study 22 2.4 Data collection instruments 22 2.4.1 Survey questioniare 22 2.4.2 Tests 23 2.4.3 Class observation 24 2.5 Data Collection Procedure 24 2.6 Data analysis 25 2.7 Research procedure 26 CHAPTER 3: FINDINGS AND DISCUSSION .27 3.1 The current situation of teaching and learning English grammar in Viet Tri Technical high school .27 3.1.1 The result from the survey questionnaire 27 3.1.1.1 The opinion about the importance of learning English grammar 27 3.1.1.2 The purpose of learning grammar and the elements of grammar students focused on 28 3.1.1.3 Students‟ ways to learn grammatical structures 28 3.1.1.4 Students‟ rating difficulty level of learning grammar 29 3.1.1.5 Learning grammar and communication .30 3.1.2 The result of classroom observation in the first week 31 3.1.3 The result from the pre test .32 3.2 Using context in teaching grammar at Viet Tri Technical high school 34 3.2.1 The result from the survey questionnaire 34 3.2.1.1 Benefits gained from context-based grammar lessons .34 3.2.1.2 The difficulties in learning grammar in context 35 iv 3.2.1.3 The opinion of students toward experimental grammar lessons and toward using context in teaching and learning grammar 35 3.2.2 The results from classroom observation during the experiment .37 3.2.3 The result of two revision tests 38 3.2.4 The results from the post-test 39 CHAPTER 4: SUGGESTIONS FOR TEACHERS AND STUDENTS IN USING CONTEXT TO TEACH AND LEARN GRAMMAR .41 4.1 Suggestions for teachers in teaching grammar in context .41 4.2 Suggestions for students in learning grammar in context .42 PART C: CONCLUSION 43 Summary of major findings .43 Limitations of the Study 43 Implications for Further Research 45 REFERENCES 46 APPENDICES 48 v LIST OF ABBREVIATIONS GLT Grammar Translation Approach CLT Communicative Learning Teaching MoET Ministry of Education and Training T Teacher sts students % percent vi LIST OF CHARTS Chart 3.1: The opinion about the importance of learning English grammar 27 Chart 3.2: The elements of grammar grade 10a4 students focused on 28 Chart 3.3: The feeling of the students in learning grammar 29 Chart 3.4: Communicative ability and grammatical knowledge 30 Chart 3.5: The result of the pre-test .32 Chart 3.6: Benefits gained from context-based grammar lessons 34 Chart 3.7: Students‟ improvement in learning grammar, language knowledge and communication 35 Chart 3.8: The students' opinion to the experimental grammar lessons 36 Chart 3.9: Students‟ opinion about the effectiveness of using context in learning and teaching grammar 36 Chart 3.10: The results of pre-test and post-test 40 vii LIST OF TABLES Table 2.1: The result of English subject on average in the first semester .22 Table 2.2: The content of the experiment 24 Table 3.1 The reason of learning grammar 28 Table 3.2: Students‟ ways of learning grammatical structures .29 Table 3.3: The difficulties of the students in learning grammar 30 Table 3.4: Students‟ frequency of practicing grammar in communication 31 Table 3.5: Students‟ difficulties in using grammatical structure in communication 31 Table 3.6: The results of the pre-test .32 Table 3.7: Student‟s opinion toward using context in teaching 37 and learning grammar 37 Table 3.8: The results of the revision test 38 Table 3.9: The result of revision test 39 Table 3.10: The results of the post-test 39 viii PART A: INTRODUCTION Rationale Nowadays, English has been one of the most popular international languages in the world and have been used in many aspects of life Not only is it the language of communications of people from different countries, it is also a language of trading, diplomacy and international business in general A great number of books that are meant for international market are translated into English first or are written in English from the very beginning to make them available for the majority of people Many students who want to study abroad need English proficiency assessment certificates such as IELTS, TOFEL, … to meet the university admission language requirement Apart from multinational companies, many domestic firms also make some changes in recruiting candidates They look for those who have both good professional knowledge and proficiency in language to cooperate These are the reasons why English has received much concern from a great number of people in the last decades In Vietnam and many countries in the world, parents are willing to invest in foreign language learning for their children from primary schools, even kindergarten, however, not all of their children can succeed as expected by their parents So far almost teachers and students have taught and learned English, as well as any language, with vocabulary and grammar first Although there are different ideas about teaching grammar in term of its importance, the method and the principles, it cannot be denied that learning grammar has played a very essential role in meaning communication In Vietnam, up to now, many students have tried to cram lots of English structures That resulted from lack of adequate materials such as textbook, audio tapes, video tapes, together with a lack of qualified teachers, large size classes in both rural and urban areas as well as the testing and assessment standard for a long time with mostly focusing on reading comprehension, writing and grammar, hence speaking and listening are often ignored To some students who not have aptitude, remembering grammatical structures are also so challenging, therefore, they are demotivated and not interested in learning English According to online Oxford Learner‟s Dictionaries, context is “the situation in which something happens and that helps you to understand” or “the words that come just before and after a word, phrase or statement and help you to understand its meaning” It is similar to the definition in Cambridge Dictionary: “Context is the situation within which something exists or happens, and that can help explain it” or “the text or speech that comes immediately before and after a particular phrase or piece of text and helps to explain its meaning” Overall, context is surrounding + Imperative sentences: imperative verb forms change to infinitive - S + told/ asked/ … + O + (not) to V Note: When we use the verbs “say” or “tell” in present, future to introduce the statement or when the sentence expresses something is always true, there is no change with verbs d Organization - Ask sts to read all sentences and look the conversation from GETTING STARTED again to complete individually in minutes - - PART Ask sts to focus all sentences and make them guess they relate to what aspect of grammar they have learnt Focus on the reporting verb and ask some questions: + 'I want to write about environmental preservation,' said Nam / Nam said + „I want to write about environmental preservation,‟ he said + Do you see any difference in position of “said” when we use with he/ Nam? Ask them to focus on the first sentence and its reported speech and point out any changes Ask them to give the form to turn statements into reported speech Ask sts to turn the examples 3, into reported speech Similarly, the same steps with sentences 2,4,6 to elicit the form of turning imperative sentences into reported speech PRACTICE (10 minutes) Act 1: Change the direct speech statements into reported speech Make any changes, if necessary a Aim: Practice changing direct speech statements into reported speech (changing verb form and pronoun) b Content: Finish the tasks c Outcome: suggested answers Nam said (that) pollution was one of the problems in his 61 neighbourhood The editor said (that) more people were aware of the preservation of natural resources The students told their teacher (that) they were discussing the protection of the natural environment Nam‟s father told him to use the web search engine to find the information that he needed Nam said (that) it was confusing because there were too many web pages about the environment Scientists said (that) air pollution was one of the causes of the greenhouse effect d Organization - Ask them to repeat the rules again - Ask them to complete the task individually in minutes - Call students to write their answer in the board while others check with their partner - Check answers PART APPLICATION (15 minutes) Act 2: Play a game “My friend said” Each of students stands up and say a sentence about persevering the environment The other reports to the class a Aim: Use the language in speaking b Content: Finish the task c Outcome: Reported speech d Organization: - Allow sts to plan what they are going to say - When a student speaks, others listen, take note and report to the class after students talk - Give comments for them For example: Student A said: “Environmental pollution is becoming an increasingly serious problem or threat.” Student B said: “Preserving the environment is our responsibility” Student C said… Student D reported: “….told us that environment pollution was 62 becoming … and …… said that preserving was our … UNIT 10: ECOTOURISM PERIOD 95: LESSON 2: LANGUAGE (next) I, Objective By the end of the lesson, students can:  Knowledge: - Grammar: revise and master conditional sentences Type and  Skills: - Reading: skimming conditional sentences in the conversation - Speaking: use what they learn about conditional sentences to speak about ecotourism  Attitude: - Sts are attracted to ecotourism - Be confident to tell about the topic “ecotourism” II, Teaching aids - Teacher: board, chalk, textbook, slide, cassette, handout Students: textbook, workbook, pen, pencil, … III, Procedures PART PRESENTATION (10-15 minutes) a Aim: Elicit the form, use and meaning of conditional sentences type and b Content: Finish the task and presentation c Outcome: Expected answers - If you also want to go on a camping safari, you‟ll need another three days (Type 1) - But if we could take the seven-day tour, how much would it be per person? (Type 2) - … if you book early and pay two months before departure, - you‟ll get a two per cent discount (Type 1) Conditional sentences Type + Form: If + S + V (present tense), S + will/ modal verb… If clause main clause + Meaning/ use: to talk about present or future activities or 63 events that are real or very probable - - Conditional sentences type + Form: If + S + V (past tense/ could), S + would/ could If clause main clause + Meaning/ use: to talk about present or future activities or events that are not real or unlikely to happen/ give advice Notes: After if, we often use „were‟ instead of „was‟ In a formal style or imaginative situation, „were‟ is more common d Organization: - T informs students that they will review about conditional sentences type 1, - - PART Ask them to list the first signal of conditional sentences, then read and find conditional sentences in the conversation of getting started in minutes T asks students to remember and try to classify them into type and Check their answers Ask them to look at the conditional sentences again, underline the verbs of these and elicit the form Ask them some questions to elicit the meaning (use) + Ok, look at these examples again, you think it is real event? + Can it happen? At present? In the future? Sum up sts‟ answers Do similar steps to elicit the form, use and meaning of conditional sentence type Ask sts to think and give more examples PRACTICE (20 minutes) Act 1: Complete the sentences, using the correct forms of the verbs in the box You can use a modal verb in the main clause if necessary (5 minutes) a Aim: Practice identifying the if clause and use the correct forms of the verbs in bracket of conditional type 1, different use of modal verbs b Content: Finish the tasks 64 c Outcome: suggested answers leaves will / may / might not get fail will / may / might get pay will / may / might eat will call can / may / might go d Organization - Have sts first choose a suitable verb for each sentence from the word box, and then use the correct form of this verb - (present tense in the if-clause or modal verb in the main clause to complete the sentence) Have sts discuss the meaning of sentences 2, 4, and 8, and explain the difference between the modals Act 2: Match the first part in column A with the second part in column B to complete the unreal conditional sentences (Type 2) Put the verbs in brackets in the correct form (5 minutes) a Aim: Practice identifying the if clause and use the correct forms of the verbs in bracket of conditional type 2, joining parts to make meaningful sentences b Content: Finish the tasks c Outcome: suggested answers d - lived; would / could work a - were; would tell f - didn‟t start; would be b - used; would be g - Would you change; had c - were; would / could travel h - would / could go; was / were e - would be; stopped d Organization - Ask sts to join the first part and second part together and make a meaningful sentence 65 - Then have them decide on the correct verb form in each case - Have sts discuss the meaning of each sentence, and explain the difference between would and could Act 3: Read the situations and make conditional sentences You can use could where possible (10 minutes) a Aim: Practice identifying the if clause and use the correct forms of the verbs in bracket of conditional type 2, joining parts to make meaningful sentences b Content: Finish the tasks c Outcome: suggested answers If Nancy lived near the park, she would/ could go running there every morning If Nam could swim, he would/ could go to the swimming pool alone If Tom had a passport, he would/ could travel abroad If there weren‟t so many tourists visiting the national parks, the environment there would not be badly damaged d Organization - Ask sts to look at the example first, decide which statement is the cause, and which is the effect PART Explain that the „effect‟ should be the main clause of the conditional sentence Ask them guess the type of conditional sentences should be used Write the sample sentences with sts Ask -2 students to sum up steps to the task: First … Second …., take notice the form of verbs Ask them to the same steps to complete the tasks in pairs in minutes Check their answers APPLICATION (10 minutes) Act 4: Play a game: Fun matching Work in two big groups, A and B Group A secretly write six if-clauses on a sheet of paper Group B secretly six main 66 clauses on another sheet of paper Match the if-clauses with the main clauses a Aim: Use the language in speaking b Content: Finish the task c Outcome: Conditional sentences type 1, d Organization: - T divides the class into groups (A and B) and gives each - group a strip of paper Sts from group A write an if-clause Sts from group B write a main clause - After minutes sts try to make a sentence by matching the clauses on their strip of paper with a clause from the other group 67 APPENDIX 6: STUDENT QUESTIONNAIRE AFTER THE EXPERIMENT SURVEY QUESTIONNAIRE FOR STUDENTS AFTER EXPERIMENT Thank you so much for participating in my study Now I am collecting information about the effectiveness of using context in teaching grammar Your answer and the information you provide in the questionnaire will remain confidential and serves for the research purpose only Thank you very much for your time and support! After learning grammar in context, you are able to (you could have more than one choice) A Remember the form better B Remember the meaning longer C Use them to communicate more effectively How has learning grammar in context improved your grammar? A Very much B Much C A little bit D Almost not How has learning grammar in context improved your language knowledge? A Very much B Much C A little bit D Almost not How has learning grammar in context improved communicative skills? A Very much B Much C A little bit D Almost not How difficult is it for you when learning grammar in context? A Very difficult B Difficult C Not very difficult D Easy What are your difficulties in learning grammar in context? How interested are you in grammar lessons using context? A Very interested B Interested 68 C Normal D Boring What you think about learning grammar in context? A Very effective B Effective C Not very effective D Useless Teaching grammar in context can be useful for English learners A Strongly agree B Agree C Partly agree D Strongly disagree END (Thank you so much for your help!) 69 APPENDIX 7: REVISION TEST Full name: …………………………… ENGLISH LANGUAGE TEST Class: ………………………………… TIME: 15 minutes I, Mark the letter A, B, C or D to indicate the correct answer to each of the following questions Science teachers use the 3D projectors and other electronic devices can easily illustrate the lessons A whom B what C who D whose Students will enjoy doing many activities, including games, puzzles, purposes are the development of team spirits A That B who C which My new smartphone, expensive A Which D whose my uncle gave me on graduation day, is quite B who C which/ that D who/ that II, Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions This is our new laboratory, that has been equipped with many modern facilities A Our new B that C equipped D modern Do you get on with the person which lives behind? A Get on with B the C which D live III, Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following sentences Our school newspaper asked for the cooperation of students Its main priority is to make teens aware of internet dangers A Our school newspaper which main priority is to make teens aware of internet dangers asked for the cooperation of students B Our school newspaper that main priority is to make teens aware of internet dangers asked for the cooperation of students C Our school newspaper whose main priority is to make teens aware of internet dangers asked for the cooperation of students D Our school newspaper, which main priority is to make teens aware of internet dangers, asked for the cooperation of students Citizens post news stories on the web They usually become amateur reporters A Citizens who post news stories on the web usually become amateur reporters B Citizens who usually become amateur reporters post news stories on the web 70 C Citizens which post news stories on the web usually become amateur reporters D Citizens whose post news stories on the web usually become amateur reporters Sarah deleted some photos The photos were on her Facebook page A Sarah deleted some photos who were on her Facebook page B Sarah deleted some photos whose were on her Facebook page C Sarah deleted some photos which were on her Facebook page D Sarah deleted some photos, that were on her Facebook page 71 Full name: ………………………………… REVISION TEST Class: ……………………………………… TIME: 15 minutes I, Mark the letter A, B, C or D to indicate the correct answer to each of the following questions Students seem to be taking notes on their laptop are sometimes surfing the Internet in class A who B which C whose D they All smartphones books storage hardware is big can store downloaded audio A which B who C whose My son took part in the Beyond 2030 forum, D that invited people to share their vision the future A who B which He asked the children C who/ that the river D which/ that A not to pollute B not polluting C don‟t pollute D if they don‟t pollute Kevin told Phong to our environment in several ways A plastic is too harmful C plastic was very harmful B plastic may be very harmful D plastic had been very harmful II, Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions Dr Nelson, that is the head of the research group, will talk about the changes in curriculum A That B head of C will talk D changes The film who I watched yesterday was interesting A The B who C watched D was Jane said she will take me to meet an environmentalist the next day A Said B will take C meet D the next day The taxi driver told me that he would take me to this hotel A Told B that C would D this III, Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following sentences 10 My school has a website It is aimed at providing information for students A My school which is aimed at providing information for students has a website B My school, which is aimed at providing information for students, has a website C My school has a website which is aimed at providing information for students 72 D My school has a website which is aimed at providing information for students 11 “In China, waste is growing twice as fast as the population.” The lecturer said A The lecturer said that in China, waste was growing twice as the fast the population B The lecturer said that in China, waste is growing twice as the fast the population C The lecturer said that in China, waste has been growing twice as the fast the population D The lecturer said that in China, waste had been growing twice as the fast the population 12 Mr Tuan said to his students, “Turn off lights and other electrical devices when you don‟t need them.” A Mr Tuan said to his students to turn off lights and other electrical devices when you don‟t need them.” B Mr Tuan said to his students to turn off lights and other electrical devices when they didn‟t need them.” C Mr Tuan told his students to turn off lights and other electrical devices when they didn‟t need them.” D Mr Tuan said to his students that turn off lights and other electrical devices when you don‟t need them.” 73 APPENDIX 8: POST –TEST Full name: …………………………… ENGLISH LANGUAGE TEST Class: ………………………………… TIME: 15 minutes I, Mark the letter A, B, C or D to indicate the correct answer to each of the following questions All smartphones books storage hardware is big can store downloaded audio A which B who My youngest son, C whose D that may be quiet or shy in a classroom, may become active in a social learning situation made possible by digital devices A that B who C which D he The shopkeeper warned the boys A Didn‟t lean B don‟t lean They asked me how many students their bicycles against his windows C not to lean D to not lean in the school A there are B are there C there were D were there I have a test to take tomorrow morning If I free time, I to Cuc Phuong National Park with you C will have - will go D had - went If you to Pak Ou Caves in Laos, you thousands of Buddha images and statues which have been deposited here over centuries A go - see B go - will see C went - saw D would go – saw II, Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions He said that he will pick me up at am the following day A said B will pick C at D the following day I have always wanted to visit Paris, that is the capital of France A Have B to visit C that D is Some scientists believe that in the next few years we lose another 16,000 species if we don‟t change our behavior A Believe B lose C don‟t change D behavior III, Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following sentences 10 “What happens to what we throw away?” Many wondered A Many wonder what happens to what we throw away B Many wondered what happened to what we threw away C Many wondered what has happened to what we threw away 74 D Many wonder what happened to what we threw away 11 This is my teacher of English She usually allows us to use smartphone in learning A This is my teacher of English, who usually allows us to use smartphone in learning B This is my teacher of English who usually allows us to use smartphone in learning C This is my teacher of English, that usually allows us to use smartphone in learning D This is my teacher of English that usually allows us to use smartphone in learning 12 You should be on time If not, we'll go to Moc Chau without you A If you should be on time, we‟ll go to Moc Chau without you B If you are on time, we‟ll go to Moc Chau without you C If you should not be on time, we‟ll go to Moc Chau without you D If you are not on time, we‟ll go to Moc Chau without you END (Thank you so much for your help!) 75 ... appropriately The study has been conducted for the purpose of assessing the effectiveness of using context in teaching grammar for grade 10 students at Viet Tri Technical high school, Phu Tho Province... research that has examined the use of context in teaching grammar for students in grade 10th in Viet Tri Technical high school Therefore, this research is conducted with the hope that this method... situation of teaching and learning English grammar in Viet Tri Technical high school Before doing experiment, a survey to find out the current situation of teaching and learning English grammar in