Rationale
English has become a vital global language, essential for communication, trade, diplomacy, and international business Many international publications are either translated into English or originally written in the language to reach a broader audience Students aspiring to study abroad often require English proficiency assessments, such as IELTS or TOEFL, to fulfill university admission criteria Additionally, both multinational and domestic companies increasingly seek candidates who possess strong professional skills alongside language proficiency This growing emphasis on English has led parents in Vietnam and worldwide to invest in early foreign language education for their children, starting as early as kindergarten, though not all children achieve the expected success.
Traditionally, English language instruction has prioritized vocabulary and grammar, which are crucial for effective communication In Vietnam, many students struggle with English due to inadequate resources like textbooks and audio materials, coupled with a shortage of qualified teachers and large class sizes This has led to a testing focus primarily on reading, writing, and grammar, often neglecting speaking and listening skills As a result, students who find grammar challenging may become demotivated and lose interest in learning English.
Context is defined as the situation surrounding an event or statement that aids in understanding its meaning According to the Oxford Learner's Dictionaries, context refers to both the circumstances in which something occurs and the surrounding words that clarify its significance Similarly, the Cambridge Dictionary describes context as the environment in which something exists, providing essential explanations for comprehension.
“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
Understanding the meaning of language items requires attention to the words and structures surrounding them Communicative Language Teaching (CLT) aims to facilitate meaningful communication among students By utilizing accurate and authentic discourse relevant to the target language and culture, we can avoid criticisms of artificiality in language learning, transforming it into a genuine communication exercise Additionally, the simulated social contexts in learning activities must be realistic, incorporating authentic tasks to enhance the learning experience Thus, the importance of contextual teaching in language instruction is evident.
In Vietnamese high schools, English grammar is often taught in isolation, leading to a focus on rote memorization rather than practical application This traditional approach hinders students' ability to use English effectively in real-life situations Despite recent innovations in textbooks that emphasize communicative language teaching (CLT) and the four skills, many educators still rely on the Grammar Translation Approach (GTA), presenting rules and examples out of context This method complicates learners' understanding of the connections between form, meaning, and use To enhance language proficiency, teaching grammar in context is essential, as it enables students to learn how to use language appropriately in various situations.
Founded in 2003, Viet Tri Technical High School was among the first five institutions to implement a technical high school model aimed at equipping students with both secondary education knowledge and essential occupational skills However, recognizing that this model no longer aligns with Vietnam's current educational needs, the school has shifted its focus from specialized vocational subjects to a more traditional curriculum Despite its extensive experience in teaching technical skills, Viet Tri Technical High School has also made strides in foreign language education, particularly in English The school boasts modern facilities, including computers, projectors, and speakers in each classroom, enhancing the English learning experience Additionally, many of its teachers are highly qualified and experienced, further contributing to the effective teaching environment.
Despite their studies, students often struggle with English proficiency, facing challenges such as forgetting grammatical forms, misapplying structures, and lacking contextual understanding This difficulty in utilizing grammar effectively in real-life situations may stem from learning and teaching grammar in isolation, without adequate context.
Based on both theoretical and practical considerations, I have chosen the topic "Teaching Grammar in Context for Grade 10 Students at Viet Tri Technical High School" for my graduation paper.
Previous study
In the world
The role of grammar in language teaching has sparked ongoing debate among educators and researchers Traditionally viewed as prescriptive, grammar focused on dictating rules for speaking and writing However, over the past few decades, attitudes towards grammar instruction have evolved significantly While some teachers prioritize grammar teaching, others dismiss its importance altogether, the majority of researchers and educators advocate for its essential role in effective language education.
The history of language teaching has sparked debates regarding the effectiveness of grammar instruction for second language learners Hinkel (2002) noted that early methods emphasized memorizing rules, neglecting the significance of effective communication Consequently, the grammar translation method, one of the earliest instructional approaches, lacked necessary interactive activities between learners and instructors Over the past 25 years, Communicative Language Teaching (CLT) has emerged globally as a modern approach to teaching English, emphasizing the goal of communicative competence in teaching materials and syllabi (Savignon, 2001) To foster communicative competence, it is essential that language is taught within context and accompanied by communicative practices.
4 situations Therefore, learners will be able to employ the target language appropriately in various contexts (Hymes 1972 & Halliday, 1985)
Teaching grammar in context is essential for effective language acquisition, as it allows learners to grasp how grammatical rules function within sentences According to Lang and Doughty (2009), traditional approaches often leave students unable to apply grammar rules in conversation Thornbury (1999) emphasizes that language is context-sensitive, making it challenging to convey meaning without situational context By providing a meaningful framework, teaching grammar in context connects learners to real-life language use (Anderson, 2005) Nunan (1998) highlights that this approach enables students to form structures accurately while effectively communicating meaning Furthermore, Harmer (1991) asserts that understanding how native speakers use language in context enhances learners' communication skills Ultimately, contextualized grammar instruction fosters accuracy in both spoken and written language, leading to improved overall performance (Wajnryb).
Understanding language requires analyzing sentences within their context, as they are part of cohesive discourse that influences both production and comprehension Isolated grammatical structures fail to demonstrate their function in real communication, making it essential for learners to explore grammar in context Without opportunities to engage with grammar in meaningful ways, learners struggle to grasp the nuances of alternative forms for different communicative purposes For instance, when teaching the passive voice, it is crucial to provide tasks that illustrate when it is appropriate to use it compared to the active voice Ultimately, knowledge of grammar becomes valuable only when learners can effectively apply these concepts in their language skills.
Studying about the way to use context in teaching grammar, David Nunan
Effective communication extends beyond the classroom, where grammar and context are intricately linked, making appropriate grammatical choices reliant on the specific context and purpose (1998, p.102) Dialogues serve as a popular method for teaching grammar, aligning with learners' expectations of real-world language use, as people primarily communicate through conversation (Thornbury, 1999, p.76) David Nunan emphasizes starting courses with "ice-breaker" tasks that help learners develop their understanding of functional distinctions between language forms, allowing them to determine the most suitable form based on context (1998, p.104) Additionally, David Riddell (2003) demonstrates teaching past tenses by engaging students with questions and texts, enabling them to recognize how structures function within sentences and their relationships This contextual approach aids learners in distinguishing between tenses and understanding their usage Moreover, incorporating ESL games fosters a natural and engaging learning environment for children, allowing them to meaningfully apply language in context, which enhances their motivation to learn grammar (Andrew, 2016).
Research on the application of Contextual Learning Theory (CLT) highlights the significance of incorporating context in teaching English grammar to children While many studies focus on young learners, the concept of using context in Vietnam's education system is relatively new Most schools and teachers still rely on traditional methods, such as Grammar Translation Approach (GTA), which may limit the effectiveness of language instruction.
In Viet Nam
For years, English grammar instruction has been a focal point for educators and researchers in Vietnam Despite advancements in English teaching methods, particularly in major cities, several challenges remain in effectively teaching grammar.
For years, Vietnamese schools have prioritized teaching English grammar and reading comprehension, leading to exams that reflect this focus Consequently, pedagogical colleges train future teachers primarily in these areas, resulting in both students and teachers excelling in grammatical structures and vocabulary but lacking practical communication skills (Viet Toan, 2013) Mr Nguyen Quoc Hung, former Vice President of Hanoi University and consultant for the Ministry of Education and Training's National Foreign Language 2020 Project, shares this perspective, noting that the testing and assessment system has long been inadequate, predominantly assessing grammar and vocabulary (Thu Phuong & Thu Uyen, 2014).
Many teachers still rely on the traditional Grammar-Translation Method (GTM) for teaching grammar, often leading students to learn reluctantly for conventional tests (Nguyen Giao & Nguyen Hoa, 2004; Cam Khuong, 2010) Acknowledging the need for modernization, Vietnamese education has integrated Communicative Language Teaching (CLT) into English textbooks, emphasizing real-life language use and communicative skills (Pham Ho & Nguyen Binh, 2014) Despite its advantages, teachers often struggle to effectively teach grammar within the CLT framework To address this, Cam Khuong (2015) proposed that the Presentation-Practice-Production (PPP) method should be enhanced by teaching grammar in context through communicative tasks, a key principle of CLT that requires further elaboration.
This study addresses the lack of research on the use of contextual teaching methods for grammar instruction among 10th-grade students at Viet Tri Technical High School The aim is to explore how these methods can enhance students' grammar learning and improve their communication skills.
Research purposes
The study is aimed at investigating the effectiveness of using context in teaching grammar for grade 10 students in Viet Tri Technical high school.
Research questions
The study has two research questions:
How have different techniques in teaching grammar been used by the teachers at Viet Tri Technical high school?
How can teaching English grammar in context improve the language use of students in real life?
Research method
Theoretical research method
To gain a deeper understanding of the history of grammar teaching research for students globally and in Vietnam, various studies and resources were reviewed This includes literature on grammar instruction, the application of context in language teaching, and the psychological characteristics of 10th-grade students.
Investigating methods
To understand the challenges and needs of grade 10 students at Viet Tri Technical High School, we developed questionnaires along with pre-tests and post-tests for comprehensive assessment.
Classroom observations
The author observes the classroom activities of both the teacher and students to gather reliable data on the students' abilities to use grammatical structures in communication Ultimately, the author evaluates the students' improvements and achievements in grammar usage during speaking after the experiment, serving as a method to verify the reliability of the data collected from other sources.
Mathematical statistical method
After collecting data from survey questionnaires, tests, information were reckoned into number and percentage, analyzed through tables and charts to get the final results
Significance of the research
Scientific significance
Conducting this study firstly helps the researcher obtaining a comprehensive understanding about using context in teaching grammar.
Practical significance
This study aims to improve grammar and communication skills among 10th-grade students at Viet Tri Technical High School by incorporating contextual techniques By utilizing various forms of context, such as dialogues, paragraphs, games, and tasks, the research seeks to engage students and enhance their learning experience.
Besides, the research also helps students more interested in learning grammar, and be able to use them for communication.
Research scope
Due to time constraints, instead of studying in a large context, this study only focuses on small context of grade 10th students at Viet Tri Technical high school
Research design
The study consists of three main parts: introduction, content and conclusion
Part A deals with the rationale, the aims, the scope, significance of the study as well as the structure of the study
Part B is composed of four chapters
- Chapter 1: Reviews the theoretical background of grammar, teaching grammar in different approach, teaching grammar in context
- Chapter 2: Presents the methodology which gives detail description about the setting, the subject and some research method to collect and analyze data
- Chapter 3: Presents results of the study
- Chapter 4: Give some suggestions for teachers and students when using contexts to teach and learn grammar
Part C summarizes the major findings of the study, points out limitations of the study and implications for further studies
THEORETICAL BACKGROUND
Grammar and teaching grammar
1.1.1 Definition of grammar and teaching grammar
Grammar is essential for understanding and using language effectively, as it manipulates and combines words to create meaningful expressions (Ur Penny, 1991) Crystal (2004) emphasizes that grammar serves as the structural foundation for our self-expression, enhancing our ability to convey precise meanings and detect ambiguities A strong grasp of grammar not only benefits English teachers but also educators in all fields, as it ultimately revolves around the comprehension of meaning.
Teaching grammar is a fundamental component of Grammar-Based Teaching, as highlighted by Azar (2007), who emphasizes that it enables learners to understand language as a system of predictable patterns, enhancing their ability to communicate effectively (p 2-3) Freeman (2001) further supports this by asserting that effective grammar instruction aligns structure, meaning, and pragmatic usage to improve communication skills (p 252) Consequently, grammar teaching serves not only to elucidate the workings of language but also to instruct learners in its correct usage.
1.1.2 The importance of grammar and teaching grammar
Grammar enables learners to structure words and messages effectively, enhancing their meaning In urgent situations, concise sentences with essential content words can facilitate prompt and appropriate listener responses However, even grammatically correct speech may sometimes lead to misunderstandings among native speakers Overemphasizing grammar can demotivate students and diminish their confidence in communication Thus, the primary goal for many English teachers is to teach grammar in a way that supports students' ability to communicate effectively.
The debate over the importance of grammar in the teaching and learning process has persisted for years Scott Thornbury highlights that the discussions surrounding grammar instruction have evolved alongside the history of language teaching He notes that differing attitudes toward the role of grammar significantly influence various teaching methods and the approaches of individual educators.
10 between learners.” For example, Penny Ur, a teacher trainee, and author of the book
The significance of teaching grammar is underscored by various experts, including the authors of "Grammar Practice Activities" (1988), who assert that a foundational understanding of grammatical rules—whether implicit or explicit—is crucial for mastering a language Similarly, Betty Azar (2007) aligns with this perspective, emphasizing that grammar serves as the essential framework for effective communication, beyond mere words or gestures In contrast, a viewpoint from a London Language school suggests that grammar holds less importance, arguing that the complexity of grammar in many languages, including English, diminishes its necessity for comprehension.
The author emphasizes the significance of learning and teaching grammar in foreign languages, highlighting the benefits it offers to students However, the key challenge lies in finding effective methods for teaching grammar to ensure optimal learning outcomes.
Throughout history, various language teaching methods have shaped the approach to grammar learning and instruction The Grammar Translation method emphasizes grammar as the foundation of language education, focusing on grammatical parsing and explicit rule presentation through controlled exercises, such as translating sentences In response to the limitations of this method, the Direct Method emerged in the late nineteenth century, promoting inductive grammar learning where rules are derived from practice or left implicit for students to discover Subsequently, the Reading Method prioritized reading comprehension to address the societal shift towards information consumption through written texts, relegating grammar to a secondary role During the mid-20th century, the Audio-Lingual method gained popularity in the United States, emphasizing mimicry, memorization, and drills based on the concept of language as habit formation.
The evolution of language teaching has seen a progression from basic to advanced grammatical structures, emphasizing the importance of spoken language through approaches like the Oral Situation approach, which gained popularity in Britain Despite the rise of the Communicative Approach or Communicative Language Teaching (CLT), developed with the support of the Council of Europe and various linguists over the past decade, grammar remains a crucial component of language education CLT focuses on enhancing students' communicative competence, which encompasses more than just grammar rules, yet it acknowledges the necessity of explicit grammar instruction As Harmer (1997) noted, both overt and covert grammar teaching hold significant roles in the classroom, reinforcing the idea that grammar is essential for effective communication Ultimately, grammar has consistently been recognized as an indispensable element in the teaching and learning of foreign languages throughout different educational eras.
1.1.3 Different perspectives on teaching grammar
There are some different perspectives on how grammar should be taught They include deductive and inductive approaches, implicit and explicit approaches
Teaching grammar can be approached deductively, where rules are presented first and then practiced, or inductively, where rules are inferred from examples after practice or left implicit for students to discover The inductive method, described by Rutherford (1996) as consciousness-raising, fosters a more natural language acquisition by allowing students to develop a communicative understanding before confronting complex grammatical explanations This approach enhances intrinsic motivation, as learners engage in discovering rules rather than merely memorizing them Consequently, the inductive approach is favored in many teaching contexts due to its effectiveness in promoting deeper language comprehension and engagement (Brown, 2001).
Implicit grammar teaching emphasizes the use of carefully selected examples to illustrate grammatical structures, while explicit grammar teaching relies on grammatical terminology to highlight structural differences However, the explicit approach may not be effective in Communicative Language Teaching (CLT) classes, where students are primarily focused on acquiring the language itself rather than analyzing its rules.
12 load of complex rules and terms is too much to bear” (Brown, 2001, p 366) Therefore, presenting grammatical structures implicitly is more appropriated and preferable.
Teaching grammar in Vietnam
The teaching and learning of foreign languages, particularly grammar, have long been a focus for researchers and educators Despite innovations in English language instruction, challenges remain in grammar teaching within many schools A survey by Le and Barnard (2009) revealed that Vietnamese EAP teachers recognize the importance of grammar and are aware of associated challenges They favor a discourse-based approach over decontextualized methods and emphasize systematic practice and error correction However, many continue to use traditional methods like the Grammar Translation Approach, which can lead to students excelling in exams but struggling in real-life communication (Hoang, 1999) Additionally, a survey by Tomlinson and Bao (2004) found that not all teachers were open to changing their methods or believed in their students' potential for fluent English expression This reluctance contributed to the delayed introduction of Communicative Language Teaching (CLT) in Vietnam compared to neighboring countries Despite efforts to promote CLT, Le Van Canh (2002, 2004) noted that inadequate professional development has left many teachers ill-equipped to implement communicative methods, often resulting in lessons focused on abstract grammar rules and choral readings (Le & Barnard, 2009).
Numerous studies have highlighted the need for Vietnam to reform its educational curriculum According to Bock (2000), it is essential for Vietnam to conduct its own research to evaluate the effectiveness of Communicative Language Teaching (CLT) in achieving its educational objectives.
Modern teaching methods must be implemented with careful attention to Vietnam's cultural values (2000, p 23) Following extensive evaluation, a syllabus focused on Communicative Language Teaching (CLT) has been officially adopted.
In recent years, Vietnam has emphasized the importance of teaching grammar within the context of the Communicative Language Teaching (CLT) approach This method focuses on using grammar as a tool for learners to effectively convey their intended meanings Grammar instruction can be approached either deductively or inductively, with a strong emphasis on the meanings and functions of grammatical forms in situational contexts and the roles of the speakers involved Despite its significance, the detailed implementation of teaching grammar in context remains underexplored.
Context and using context to teach grammar
Context is essential for understanding situations and meanings, as defined by the Oxford Learner's Dictionary, which describes it as the circumstances surrounding an event or the words that precede and follow a statement Schilit and Theimer (1994) expand on this definition by emphasizing the importance of location, the identities of nearby individuals and objects, and any changes to those elements Similarly, Brown highlights the critical role of context in interpretation.
Context encompasses various elements such as location, the identities of individuals nearby, the time of day, season, and temperature (1997, p 58-64) This broad concept includes not only the language items themselves but also the people, places, and temporal factors that aid in comprehending the meaning, form, and usage of grammatical structures and words.
Context plays a crucial role in understanding interactions, encompassing aspects such as location, social presence, and available resources (Schilit, 1994) Ryan (1997) identified four key types of context: user location, environment, identity, and time, while Day and Abowd (1999) replaced environment with activity, emphasizing that these contexts provide insights into the who, what, when, and where of a situation For instance, a person's identity can reveal various information, including their phone number and address, which helps to ascertain their surroundings and activities Additionally, Scott Thornbury (1999) categorized context into three types: co-text, context of situation, and context of culture, highlighting the multifaceted nature of contextual understanding.
The first type is the rest of the text which surrounds and provides meaning to the individual language items in the text
The second one focuses mainly on the roles and relationships of the speakers and listeners when interpreting the meaning of the language
The last one considers the understanding of the culture
Based on the research conducted by Schilit, Ryan, and Scott Thornbury, this study identifies three key types of context related to language items: the identity of users, their relationships, and the cultural background.
Context is usually shown in texts, dialogues and pictures, even games
1.3.3 Using context in teaching language and teaching grammar
The appearance of CLT brings lot of new and better things Brown (2001) pointed out 6 characteristics of CLT in which the first two features are:
Classroom goals refer to all the components of communicative competence
Language techniques aim at involving learners in the pragmatic, authentic and functional use of the language that leads to meaningful purposes
And, context will contribute to that
Context plays a crucial role in language teaching, particularly in vocabulary and reading comprehension Since students cannot always rely on dictionaries for every unfamiliar word, inferring meanings from context becomes an essential skill This approach not only helps learners deduce word meanings but also aids in understanding parts of speech and usage According to Nation (2001), vocabulary acquisition can be enhanced through techniques such as noticing, retrieving, generating, and guessing meanings from context Additionally, context is vital in teaching pronunciation, as it allows students to identify stress patterns and intonation in real conversations Furthermore, incorporating context in grammar instruction enriches the learning experience, making it more effective and engaging.
Students have historically struggled to apply grammar rules effectively in communication due to traditional teaching methods According to Lang and Doughty (2009), these methods often present learners with isolated sentences that they must memorize through repetitive exercises and grammatical transformations, as noted by David Nunan.
Teaching grammar in isolation is ineffective, as highlighted by various experts in the field Brown (1980) emphasized that a single sentence cannot be fully understood without its context, while Nunan (1999) noted that learners need opportunities to explore grammar in context to grasp the existence of alternative forms for different communicative meanings Weaver (2001) also argued against traditional grammar instruction in isolation, stating that it lacks practicality Overall, presenting grammar through isolated sentences fails to demonstrate how grammatical structures operate in real-life situations, hindering students' understanding.
Effective grammar knowledge requires learners to apply grammatical concepts in language skills and recognize context in teaching and learning Brown (1980) emphasized the importance of understanding both preceding and subsequent sentences to grasp language, highlighting the significance of cohesion and coherence This perspective is supported by McLaughlin, Rossman, and McLeod, who also stress the need for contextual awareness in language comprehension.
In the realm of teaching and learning, efficiency can be enhanced by connecting information rather than presenting isolated sentences Thornbury (1999) emphasizes that language is context-sensitive, making it challenging to discern the intended meaning of words without context Nunan (1998) further supports this notion, stating that genuine communication often intertwines grammar and context, where appropriate grammatical choices depend on the context and purpose of the interaction Byrd illustrates the significance of context in grammar instruction by highlighting the interconnectedness of verbs within various discourses, suggesting that understanding these relationships extends to nouns, adverbs, textual order, and specific vocabulary.
Contextual teaching is essential for language instruction, particularly in grammar education By utilizing context-based approaches, learners can better understand how grammatical structures operate within real-life situations, enhancing their grasp of grammar rules and improving their overall comprehension.
1.3.4 Using context to teach grammar
In teaching grammar, it is more effective to adopt an inductive and implicit approach rather than a deductive and explicit one By presenting examples first and minimizing the use of technical terms, teachers can enhance students' long-term retention, comprehension, and independence in learning Therefore, incorporating contextual elements into grammar instruction proves to be more advantageous for students.
In his 1998 work "Teaching Grammar in Context," David Nunan emphasizes the importance of an organic approach to language acquisition, presenting an alternative to traditional linear methods This perspective offers innovative opportunities for both teachers and students to explore and engage with language in a fresh and dynamic manner.
Teaching language as a set of choices;
Providing opportunities for learners to explore grammatical and discourse relationships in authentic data;
Teaching language in ways that make form/ function relationships transparent;
Encouraging learners to become active explorers of languages;
Encouraging learners to explore relationships between grammar and discourse
The teacher provided four examples of utilizing context in learning, including two conversation scenarios, one involving a picture with hints, and another focused on text In the picture activity, students are encouraged to analyze the image to deduce whose apartment it is and identify characteristics of the owner by circling relevant clues within the picture (p106).
The task promotes student engagement by encouraging them to articulate their thoughts about the room's owner, thereby enhancing communication opportunities This approach places students at the heart of their learning journey Utilizing the picture and provided hints, students can investigate various grammatical structures, such as true/false questions and the simple present tense As the teacher presents each statement, students can refer to the image to determine the accuracy of the statements, reinforcing their understanding of verb tenses through practical examples.
3rd sentences) and verb “to be” (other sentences) in both positive and negative form, as well as the use of the tense to describe the subject‟s characteristics
In Thornbury's approach to teaching the passive voice to intermediate students, he utilized an authentic text titled "DOG ATTACK," which was not originally intended for language instruction The lesson comprised six steps, beginning with the teacher introducing the article's title and prompting students to brainstorm related vocabulary She then provided definitions for challenging words such as "stitches," "wounds," and "infected." Next, students read the text silently to answer comprehension questions Finally, the teacher wrote two sentences on the board for further analysis, reinforcing the lesson's focus on context and authentic language use.
“An unsupervised Alsatian dog attacked her
She was attacked by an unsupervised Alsatian dog”
METHODOLOGY
Research setting
Viet Tri Technical High School, established on July 3, 2003, in Van Phu Commune, Viet Tri City, Phu Tho Province, was among the first five schools to adopt the technical high school model Its mission is to equip students with essential general knowledge and vocational skills for future success In its early years, the school faced challenges, including inadequate facilities and a lack of understanding from parents and the community regarding its educational model, which contributed to limited student enrollment.
Recognizing the challenges faced, the board of directors and staff at Viet Tri Technical High School actively sought solutions to enhance the school's performance, focusing on promoting their educational model and inspiring teachers with their passion for teaching This commitment led to remarkable outcomes, with 100% of students passing the final examination and advancing to universities in the 2005-2006 academic year The school's development continued to grow, and the quality of teaching and learning consistently improved However, by 2010, the pilot technical high school model was deemed unsuitable for Vietnam's conditions and was discontinued In the 2014-2015 school year, with approval from the Phu Tho Department of Education and Training, the school transitioned from a self-selected vocational engineering model to a curriculum that included self-selected basic cultural subjects, aligning more closely with traditional high school education.
Viet Tri Technical High School has extensive experience in educating students in technical skills and core subjects, achieving notable success in both areas In 2006, student Phuong Thi Bach Duong brought honor to the school by winning third place in the provincial literature competition and participating in the national team selection for Phu Tho Province The school continued to excel in 2011 and 2013 when student Ta Viet An won second place in the provincial science and technology innovation contest To enhance foreign language education, particularly in English, the school has invested in modern facilities, including computers, projectors, and speakers in every classroom Additionally, many teachers actively participate in seminars and workshops to adopt effective English teaching methods, while various extracurricular activities are organized to further support student learning.
22 students not only reinforce their knowledge and improve their English ability with each other but also have more inspiration and motivation in learning English.
Subjects of the study
Using context in teaching grammar for grade 10 students at Viet Tri Technical high school
Participants of the study
The researcher selected 37 students from class 10A4 for the experiment, comprising 23 boys and 13 girls, primarily from nearby communes like Van Phu and Minh Phuong All participants had passed an entrance exam with a standard score of 23.5 The average English competency results from the first semester indicated that most students performed at an average level, with 72.97% scoring between 5 and 6.5 Only 24.32% of students achieved scores above 6.5, while one student scored below average, highlighting that English is not a strong subject for class 10A4.
Table 2.1: The result of English subject on average in the first semester
Scores Number of students Percentage
Participants completed a pre-experiment survey and test, followed by two revision tests during the experiment Finally, they filled out a post-experiment survey and test to assess the effectiveness and practicality of using context in grammar instruction.
Data collection instruments
To find out the problems and the need of students before treatment as well as the results after the experiment, 2 survey questionare sheets were used
At the onset of the research, a questionnaire was distributed to students at Viet Tri Technical High School to identify the grammar teaching techniques employed by their teachers This initial survey also aimed to gather students' opinions on learning English grammar, assess their grammatical abilities, and understand their learning methods The collected data informed the researcher in selecting appropriate materials and activities to enhance the learning context.
A study involving 23 students was conducted to assess their opinions on the significance of English grammar To gather data, a questionnaire featuring 9 multiple-choice questions was developed, focusing on students' views regarding the importance of grammar and their motivations for learning it.
The study focused on various aspects of grammar learning, including the key elements participants concentrated on, their personal strategies for mastering grammatical structures, and the challenges they faced during the learning process It also examined whether their approaches to grammar were geared towards effective communication and the frequency of their practice in this area Participants reported their feelings about grammar learning and the difficulties encountered while using grammar in communication To facilitate understanding, the survey questionnaire was provided in both English and Vietnamese, allowing participants to complete it within a designated time frame of 15 minutes.
The second questionnaire was distributed immediately after the experiment to evaluate the effectiveness of contextual teaching in grammar education This survey consisted of 10 questions focused on the role of context in grammar learning (Q1), participants' perceived improvements in grammar skills and language knowledge (Q2-4), challenges faced when learning grammar in context (Q5-6), and their feedback on the three experimental lessons and the use of context in grammar instruction (Q7-9) Administered three days post-treatment, the second questionnaire was available in both English and Vietnamese, allowing participants 15 minutes to complete it.
There are 4 tests in total: a pre-test (see Appendix 4), 2 mini tests (see Appendix
7) and a post-test (see Appendix 8) were carried out before, during and after the experiment, relatively Both pre-test and post-test had 12 multiple-choice questions to check the students‟ knowledge in grammar (relative clauses, reported speech and conditional sentences type 1 and 2), whether they used these grammatical structures correctly and appropriately in different contexts or not The tests included 6 questions relating to complete the gap, 3 questions about identifying mistakes and 3 questions about rewriting sentences Participants had 20 minutes to take the test under the teachers‟ observation 2 mini tests were conducted after the experimental lesson of unit
The first revision test comprised 8 questions, while the second included 12, both featuring three question types: gap completion, mistake identification, and sentence rewriting These tests aimed to assess students' understanding and retention of grammatical concepts over time, highlight common errors, and implement effective strategies for improvement.
24 problem Through all tests, the effectiveness and the practicability of using context in teaching and learning grammar were drawn out
This research method was implemented throughout the study, particularly before and during the initial survey and pretest, to closely observe the interactions between teachers and learners in grammar lessons at Viet Tri Technical High School During the experimental phase, the researcher independently taught and monitored the class's progress By combining classroom observations with data from questionnaires and tests, the researcher gathered substantial evidence to evaluate the effectiveness of using contextual approaches in teaching grammar to grade 10 students at Viet Tri Technical High School.
Data Collection Procedure
- Administer survey questionares and pretest for students
Based on the data gathered from the survey questionnaire and pre-test, the author developed a lesson plan that utilizes contextual teaching to enhance grammar comprehension among students The primary goal was to enable students to grasp grammatical concepts while facilitating meaningful communication During a six-week experimental period, the teacher acted as the instructor, with the students participating as subjects in the study.
Table 2.2: The content of the experiment
Unit 8: New ways to learn – Lesson 2: Language
- Relative clauses: defining and non-defining clauses with „who‟, „that‟, „which‟ and „whose‟
3 Period 82 Unit 9: Preserving the environment – Lesson 2:
6 Period 95 Unit 10: Ecotourism – Lesson 2: Language –
Conditional sentences Type 1 and 2 Experiment
Over a six-week period, the author conducted experiments involving three language lessons and two revision tests, which were administered one week after each lesson The aim was to assess students' understanding and retention of grammatical concepts presented during the main lessons.
According to the grade 10 English syllabus of Ministry of Education and Training, lesson “Language” takes place in a 45-minute period with 3 sub-sections:
Viet Tri Technical High School tailored its lessons to accommodate students' varying levels by dividing the curriculum into two periods Consequently, the "grammar" sub-section continued to be taught in a 45-minute format, maintaining its traditional duration.
At first, the researcher chose contexts as dialogues or conversations at the lessons
In units 8, 9, and 10 of the Ministry of Education and Training's textbook, introductory conversations and dialogues set the stage for key vocabulary and grammatical structures to be explored in depth during the "Language" lessons Teachers engaged students through various activities, including videos, listening exercises, and reading tasks, while posing targeted questions to ensure comprehension of the main ideas For instance, in unit 10, students learned about conditional sentences by discussing examples and identifying their meanings, such as understanding the use of conditional type 1 Similarly, in unit 9, the teacher guided students through the transformation from direct to reported speech, emphasizing the necessary tense changes Each "Language" lesson involved a brief context presentation followed by a collaborative exploration of grammatical forms and rules, culminating in controlled practice activities and application exercises to reinforce learning.
The description of 3 experimental lessons was detailed at Appendix 5
Data analysis
This research paper presents a quantitative analysis of data gathered from questionnaires, utilizing tables and charts to illustrate statistical frequency and percentages Additionally, the study incorporates an analysis of data obtained from classroom observations and tests.
The research employed both qualitative and quantitative data analysis methods, enhancing the precision, objectivity, and reliability of the findings.
Research procedure
The researcher carried out 5 stages:
Stage 1: Investigating the reality of teaching and learning grammar of teachers and students at Viet Tri Technical high school
Stage 2: Conducting survey and pre – test for students and analyze the data before experiment
Stage 3: Choosing participants and carrying out the experiment
Stage 4: Conducting survey and post- test for students and analyze the data after the experiment
Stage 5: Drawing the conclusion and suggestion
FINDINGS AND DISCUSSION
The current situation of teaching and learning English grammar in Viet Tri
A survey and pretest were conducted with 37 students from grade 10A4 at Viet Tri Technical High School to assess the current state of English grammar teaching and learning Over the course of a week, the researcher gathered valuable data on students' perceptions of learning English grammar, their grammatical abilities, preferred learning methods, and the teaching techniques employed by their instructors.
3.1.1 The result from the survey questionnaire
3.1.1.1 The opinion about the importance of learning English grammar
In the first question, 37 students were asked about how important learning English grammar was
Chart 3.1: The opinion about the importance of learning English grammar
A significant 70.23% of students recognize the crucial role of grammar in learning English, while 21.62% consider it important and 8.15% find it somewhat important Notably, no students dismissed the significance of grammar in their English studies.
Very important Important quite important
The awareness of grade 10A4 students about the importance of learning English grammar
3.1.1.2 The purpose of learning grammar and the elements of grammar students focused on
When being asked about the reasons why they learned grammar, 27 out of 37 students (72,97%) learned grammar in order to take tests or exams, while only 4 out of
A total of 36 students, representing 10.81%, focused on learning grammar primarily for communication purposes Additionally, an equal percentage of 10.81% of students studied grammar to expand their knowledge, while 5.4% pursued it for various other reasons, including reading comic books and watching films.
Table 3.1 The reason of learning grammar
Option To take tests or exams
A recent survey revealed that a significant majority of students, 72.97%, prioritize grammatical form over other essential elements like meaning and usage when learning grammar In contrast, only 18.92% of students concentrate on meaning, while a mere 8.11% focus on the practical usage of grammatical structures.
Chart 3.2: The elements of grammar grade 10a4 students focused on
3.1.1.3 Students’ ways to learn grammatical structures
Apart from that, through the survey, the researcher also found out some ways that students learned grammar and remembered grammatical structures The number of
The elements of grammar focused
A significant 62.16% of students engaged in grammar learning by repeatedly writing grammatical items, a figure that is double the percentage of those who practiced through various exercises Additionally, 10.81% of students utilized alternative methods for learning, including playing games and reading comic books.
Table 3.2: Students’ ways of learning grammatical structures
Write many times Do many exercises Others
3.1.1.4 Students’ rating difficulty level of learning grammar
Chart 3.3: The feeling of the students in learning grammar
According to chart 3.3, confidence in the ease of learning English grammar is notably low among students, with only 21.62% (eight out of 37) believing it is not too hard In contrast, a significant majority found grammar challenging, with 10.81% (four students) specifically stating that learning structures posed considerable difficulties.
Regarding the difficulties in learning grammar or the reasons why students found it difficult to learn grammar, 54.05% of student had difficulty in remembering
Not very difficult Difficult Very difficult
Students' rating of difficulty level of learning grammar
In a recent study, it was found that 30% of students struggled with the grammatical forms of language items, a figure significantly higher than the 13.51% who faced challenges with understanding meaning Additionally, 32.44% of students reported uncertainty regarding the appropriate contexts for using these structures.
Table 3.3: The difficulties of the students in learning grammar
Difficulties Form Meaning When and where to use
Students reported that without regular practice, they often forget grammatical structures They noted that the lengthy grammar notes provided by teachers were difficult to remember and that they tended to overlook grammar since it rarely appeared on tests Many struggled to recognize the signals for using different grammatical items, such as tenses, and found these signals confusing due to similarities between structures Overall, it was evident that students lacked a full understanding of the grammatical concepts, and their memorization techniques were not effective.
Chart 3.4: Communicative ability and grammatical knowledge
According to the survey, only a few – 4 students (10,81%) thought that their communicative skills were better than grammatical knowledge The majority of
Communicative ability and grammatical knowledge
31 students (72.97%) found that they couldn‟t speak well, applying what grammatical structures they have learnt although they knew a lot about them
The disparity between students' communicative competence and their grammatical knowledge may stem from the limited time dedicated to practicing grammatical structures in communication Notably, 70.28% of students primarily engaged in speaking practice only during mandatory presentations in the "Speaking" lesson.
“Looking back and project” Only two students (5.4%) usually used what grammatical structures they learnt in communication, twice a week The percentage of students practiced weekly was limited, only 21%
Table 3.4: Students’ frequency of practicing grammar in communication
Once a week Twice a week Seldom Others
Many students faced challenges that significantly impacted their English communicative competence Over 43% of students (16 out of 37) felt they lacked opportunities to practice language structures in communication Additionally, 32.43% struggled to determine the appropriate situations and audiences for using these structures Furthermore, seven students reported difficulties in finding effective methods for practice.
Table 3.5: Students’ difficulties in using grammatical structure in communication
Do not know when, where and with whom to use them
Lack chance to use structure in communication
Do not have suitable methods to practice
3.1.2 The result of classroom observation in the first week
In the lesson on "Language – Grammar" from Unit 7 (Cultural Diversity) for Class 10A4, the English teacher primarily introduced comparative and superlative forms of adjectives and adverbs through examples followed by rules However, these examples lacked contextual relevance, and the exercises assigned were also devoid of context This approach focused on memorization of grammatical forms, such as the use of "the," without providing opportunities for students to apply these concepts in real communication Consequently, only about 20% of the students demonstrated understanding by the end of the lesson.
32 could use the form and remember the signal to use and apply the grammatical item in communication
3.1.3 The result from the pre test
The test with 12 multiple – choice questions (see again at Appendix 4) was distributed to the students with the aim to check their knowledge about relative clauses
Before the experiment, students studied unit 8 on reported speech and unit 9 covering two types of conditional sentences The exam papers were collected and evaluated twice based on the Vietnamese Educational Scale, and the results of the test are presented below.
Table 3.6: The results of the pre-test
Chart 3.5: The result of the pre-test
It is clear that their English grammar performances were quite equitable The majority of students got average score with 6-7 correct answers in total 12 questions,
Excellent Good Average below average
The result of the pre-test
Out of the students assessed, 72.97% answered correctly, with only 21.62% achieving more than 7 correct responses Notably, 5.41% of students scored below average, with just 2 students answering only 5 questions correctly No students scored above 8 or below 3.5, highlighting the need for effective strategies to enhance students' understanding, retention, and practical use of grammatical structures in communication.
A recent study on the English grammar proficiency of grade 10A4 students at Viet Tri Technical High School revealed several insights The survey, pre-test, and classroom observations indicated that while most students recognized the significance of grammar in English learning, they primarily viewed form as the key component for tests Despite their awareness, many faced challenges in remembering grammar forms, meanings, and usages, although they sought personal strategies to improve their learning The pre-test results highlighted that only a few students achieved a good score (6.5 – 8), with many performing at an average level (5-6.5), and some scoring below average Consequently, it is essential to develop presentation and application stage activities, incorporating contextual examples and communication-oriented exercises, to enhance students' understanding and retention of grammatical concepts.
Using context in teaching grammar at Viet Tri Technical high school
3.2.1 The result from the survey questionnaire
3.2.1.1 Benefits gained from context-based grammar lessons
Chart 3.6: Benefits gained from context-based grammar lessons
The chart illustrates that incorporating context in grammar instruction significantly benefits students' memorization and communication skills Specifically, 86.49% of students (30 out of 37) reported that contextual learning aids in retaining grammatical forms for an extended period Additionally, 81.08% of students indicated that they could communicate more effectively and remember meanings longer when grammar was taught within relevant contexts.
A significant 67.57% of students reported considerable improvement in their grammar skills, while 62.16% and 56.76% noted significant advancements in their language knowledge and communicative abilities, respectively Furthermore, teaching grammar in context proved beneficial, with 18% to 33% of students acknowledging enhanced language performance and knowledge Notably, no students deemed the use of context as ineffective for learning grammar, acquiring language knowledge, or improving communication skills.
Use structures to communicate more effectively
Benefits from grammar lesson using context in general
Chart 3.7: Students’ improvement in learning grammar, language knowledge and communication
3.2.1.2 The difficulties in learning grammar in context
All students reported that learning grammar in context was "not very difficult." With contextual examples and hints from the teacher, they successfully identified the form, meaning, and usage of grammatical points Additionally, they were able to apply these grammatical items to discuss specific topics effectively The students emphasized the importance of careful lesson preparation to enhance their comprehension and learning speed.
Some teachers expressed challenges in using context for grammar instruction, citing difficulties in locating suitable authentic texts for analysis and transforming them into engaging formats like videos due to inadequate technological skills Additionally, they struggled with formulating simple, specific questions for students and faced time constraints during lessons, further complicating their ability to effectively teach grammar through contextual methods.
3.2.1.3 The opinion of students toward experimental grammar lessons and toward using context in teaching and learning grammar
- To the experimental grammar lessons
Very much Much A little bit
Students’ improvement in learning grammar, language knowledge and communication
Chart 3.8: The students' opinion to the experimental grammar lessons
A significant majority of students expressed interest in the experimental lessons, with 29 out of 37 students, or 78.39%, finding the lectures engaging Additionally, 5 students (13.51%) reported being very interested, while only 3 students (8.11%) considered the lessons to be average These positive perceptions among students provide encouraging insights for the research.
- To using context in teaching and learning grammar
A recent questionnaire revealed that while 8.11% of students felt that teaching grammar in context was not very effective, a significant majority of 75.67% acknowledged its effectiveness Furthermore, 16.22% of students rated this method as very effective.
Chart 3.9: Students’ opinion about the effectiveness of using context in learning and teaching grammar
The students' opinion to the experimental grammar lessons
Very effective Effective Not very effective
Students’ opinion about the effectiveness of using context in learning and teaching grammar
Many students expressed a positive attitude towards the use of context in teaching and learning grammar, agreeing that this approach is beneficial for English learners Notably, there were no negative opinions regarding this method among the students.
Table 3.7: Student’s opinion toward using context in teaching and learning grammar
Strongly agree Agree Party agree Strongly disagree
3.2.2 The results from classroom observation during the experiment
Over a six-week experiment at Viet Tri Technical High School, the researcher, with significant support from English teachers and all grade 10A4 students, demonstrated the effectiveness and benefits of using context in teaching and learning grammar.
In the first week of Unit 8, "New Ways to Learn," students engaged with the lesson on "Language," focusing on grammar concepts such as relative clauses and relative pronouns Initially, many students were shy and hesitant to participate due to the limited time to bond with the teacher However, after watching contextual videos, their enthusiasm grew, and they eagerly shared their knowledge about relative clauses, identifying five relative pronouns and their usage With the teacher's guidance, they analyzed examples, distinguishing between defining and non-defining relative clauses.
By the end of the lesson, most students successfully demonstrated their understanding of the grammatical concepts through various exercises, including gap-filling activities, combining sentences with relative clauses, and engaging in the interactive game "Who/What is that?" related to the lesson topic.
In the second lesson of Unit 9, titled “Language,” students explored reported speech, enhancing their understanding of how to convert direct sentences into indirect ones Through guided analysis of examples, they revisited key signals for identifying direct speech and practiced with exercises The lesson also included an engaging game, “My friend said…,” which provided students the opportunity to share their insights and reinforce their learning in a collaborative environment.
38 opinions about preserving environment and practice using reported speech, so that they could become more confident about using it the end of the lesson
In the recent lesson on "Language" from unit 10 (Ecotourism), students revisited two types of conditional sentences While most students confidently recalled the structure of conditional sentence type 1, they faced some confusion regarding the form, meaning, and usage of conditional sentence type 2 Through careful analysis of provided examples in context, many students successfully grasped the form, meaning, and distinctions between the two conditional types By the end of the lesson, they were able to complete controlled practice exercises quickly and effectively apply conditional sentences in a speaking activity.
Over a six-week period, students engaged actively in grammar lessons that emphasized learner-centered approaches and contextual examples This method facilitated deeper retention of grammatical rules, features, and meanings, as students discovered these elements independently with teacher support Contextual learning not only aided in vocabulary acquisition but also illustrated the practical use of grammatical structures Despite some limitations in pronunciation and vocabulary, students demonstrated significant effort and improvement in applying the grammar they learned during each lesson in their communication.
3.2.3 The result of two revision tests
A week after the "Language" lesson in unit 8, students completed a revision test focused on relative clauses Overall, many students demonstrated an understanding of the meaning and usage of relative pronouns for sentence combination However, challenges arose for some, with 27.03% struggling to use the pronoun "whose," 13.51% having difficulty defining the subjects in question, and 10.81% unable to distinguish between defining and non-defining relative clauses These difficulties were largely attributed to limited vocabulary and reading comprehension skills.
Table 3.8: The results of the revision test 1
In the second revision test administered a week after the "Language" lesson in Unit 8, students answered 12 multiple-choice questions on relative clauses and reported speech Most students demonstrated a solid understanding of the forms and rules for changing pronouns, possessives, and verbs in reported speech, with only 3 struggling with the relative pronoun "whose" and 1 having difficulty rewriting sentences with relative clauses All students correctly identified defining and non-defining relative clauses However, 18.92% of students were confused by imperative sentences in reported speech, and 32.43% made errors when converting complex sentences into reported speech.
Table 3.9: The result of revision test 2