Hiệu quả của việc sử dụng ngữ liệu thật trong việc giảng dạy ngữ pháp cho sinh viên năm thứ hai ngành ngôn ngữ anh

TẠP cai CƠHG THÍtíNG THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS IN TEACHING GRAMMAR FOR SECOND-YEAR ENGLISH MAJORED STUDENTS • NGUYEN THI THU HANG ABSTRACT: There is a great deal of research efforts in investigating the considerable importance of using authentic materials to second language teaching Simultaneously, the use of authentic materials in teaching grammar in the course of English as A Second Language (ESL) for students is also a discussed subject However, few studies look into the effectiveness of using authentic materials in enhancing students’ performance in grammar tests as well as improving their motivation for learning grammar This study is conducted to fill these gaps Seventy-six English majored students participated in this study The study collected and analyzed data from the pre-test and post-test, and from a questionnaire The study found that the use of authentic materials in grammar classes helps most of the students improve their results in grammar tests and increase their motivation for learning grammar Keywords: authentic materials, grammar, motivation, students’ performance, grammar tests Introduction It is undeniable that a firm grasp of grammar is essential to attain linguistic competence as well as to "facilitate communicative economy” [14] Teaching grammar, thus, is considered an essential aspect of foreign language instruction [4], which has resulted in a diversity of studies on applying different useful techniques in grammar classes Anderson (2005) advocates for context-based grammar teaching when asserting that teaching grammar in context establishes a close connection between grammar rules and language in real life [1] On the contrary, grammar teaching was traditionally defined by Hedge (2000) as implementing two techniques, namely "presenting grammar” and "practicing grammar” [10] Use of authentic materials in grammar lessons is also the 310 So 15 - Tháng 6/2021 subject to discussion Eun (2010) was in totally favor of using audio aids and authentic materials to eliminate a longer tedious as well as to create an interesting and dynamic learning atmosphere [6] The foregoing review of literature indicates that a variety of techniques have been employed to grammar teaching with an aim of getting students to be in such a valuable experience of learning grammar However, there has been little investigation of the effectiveness of using authentic materials in teaching grammar for second-year English majored students The impacts of the technique on students’ motivation and grammatical competence should be taken into consideration It is in this context that the study was undertaken to capture valuable insights into the effectiveness of using authentic materials in teaching grammar QUẢN TRỊ-QUẢN LÝ Literature review 2.1 What are authentic materials? Kilickaya (2004) defines authentic materials as the exposure to real language used in its own community [11], In addition, Peacock (1997) confirms that authentic materials “have been produced to fulfill some social purposes in the language community." Extending this argument, Nunan (1999, p.80) [13] takes direct issue with Peacock’s (1999) perspective on the definition of authentic materials He argues that authentic materials refer to English books, novels, or articles that have been produced by an English-speaking author to people in a native country, so the language used has not been modified or simplified in any way In light of these notions, authentic materials are used in ESL classes with an aim at closing the language gap between classroom knowledge and real life [12] Vaiciuniene and Uzpaliene (2010, p.95) made a great contribution to the literature on indicating three major sources of authentic materials: daily objects, broadcast texts and websites [20] According to them, business cards, bank leaflets, receipts, financial statements, register forms, emails etc belong to daily objects while newspapers, journals, TV and radio programs, films., documentaries, literature etc are categorized into broadcast texts Websites are undoubtedly becoming more and more preferred now that they provide a constantly up-to-theminute environment [21], 2.2 The merits of using authentic materials in ESL classes The usefulness of authentic materials has ever been acknowledged by a great number of researchers Authentic materials are favored over textbook materials thanks to its positive impacts on students’ communicative competence and learning motivation The study of one-year experiment conducted by Gilmore (2007) indicates the improvement of learners’ communicative capacity when exposed to authentic materials since they provide “a ready resource of natural or authentic, texts for language learning.” [7, 15] Other experts of language teaching and pedagogy share Gilmore’s belief in the effectiveness of authentic materials in enhancing students' communicative competence Guariento & Morley (2001) contend that applying authentic materials in ESL classes to simulate real world in the classroom leads to communicative movements [8] Another plus point of incorporating authentic materials in ESL classes is an increase in learners’ motivation Guariento & Morley (2001) asserts that authentic materials are in use of enhancing students’ motivation for language learning thanks to their exposure to real language The idea has been confirmed in a variety of empirical studies Nutnail as cited in Berardo (2006) contends that “authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.” Reportedly, a great source of different authentic texts facilitates finding materials that interest learners and as a result encourage them for further learning [3] In term of grammar teaching, implementing authentic materials in grammar classes is considered as a way to help students to recognize the samples of English used by its native speakers in their daily situations [12] Additionally, students would be more communicative in classroom activities It was the notion mentioned in the recent studies that aroused the writer’s interest in using authentic materials in teaching some grammatical structures in her class, 2.3 The challenges of incorporating authentic materials in ESL classes Reportedly, authentic materials are widely favored because of their genuine contexts providing authenticity for classroom activities Nevertheless, there are ongoing debates over the use of authentic materials in ESL classes A lot of researchers point out several challenges when applying authentic materials in classes Martizen as cited in Berardo (2006) asserts that good knowledge of cultural background is required to understand the authentic text since authentic materials may be culturally biased Additionally, decoding the texts is a really challenging task for lower-level students due to a mix of different structures in authentic materials [8], According to Richards (2001), another challenge of using authentic materials is a burden for teacher in setting the materials fit to learning objectives, students’ interest and needs as well as in decoding the texts before classes [16] 2.4 Some concerns for applying authentic materials in ESL classes The literature reviewed around the challenges that students and teachers can encounter when So 15-Tháng 6/2021 31 TẠP CHÍ CƠNG THƯƠNG authentic materials are used in their classes has aroused a lot of research efforts on what teachers should take into consideration in the application of authentic texts Senior (2005) highlights that one of the primitive concerns is a specific purpose of bringing the materials into the classroom: “ we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials.” [17], It is the purpose that guides teachers towards a smart choice of materials that are congruent with the lesson objectives and the students’ needs A lot of scholars have considered the selection of authentic materials is one of the most important aspects that teachers should pay undivided attention Haley and Austin (2001) assert that this is a very challenging activity [9] Berardo (2006) clarifies the statement with the idea that three factors: suitability of content, exploitability, and readability should be taken into account when teachers select authentic texts Specifically, the content of a text is considered suitable when it interests the students, is compatible with their needs and abilities, as well as is culturally relevant to the students’ experience [2| Exploitability is described as the way in which authentic materials are used to develop students’ competence while readability refers to the language of the text and the difficulty of structures and lexical items (Bernardo 2006) Furthermore, Rogers and Medley as cited in Pandian (2011) mentions quality, appropriateness, and naturalness of the language as three other factors to be considered for material selection while Shomoossi et al (2007) point out the context of use needs, the goals and interests of participants as vital aspects for identification of authentic materials 118], 2.5 The objectives ofthe study A great number of studies conducted into the implementation of authentic materials in ESL classes have asserted the outstanding merits of these materials in enhancing students’ performance as well as motivating them in language learning Nonetheless, a deep investigation into the positive influence of utilizing authentic materials in teaching grammar is given scant attention Hence, the study was carried out to fulfill the gap in the literature The purpose of the study is twofold First, this study will assess the effectiveness of authentic 312 So 15-Tháng 6/2021 materials in improving students’ grammar acquisition Second, it is used to investigate students' perceptions on the implementation of authentic materials in grammar classes In relation to the objectives of the study, the following research questions have been formulated Are there any improvements on students' performance in grammar tests when utilizing authentic materials in teaching grammar? To what extent, authentic materials affect students’ motivation in grammar learning? Methodology 3.1 Research approach The relevant literature reviewing research methodology gives the writer ideas of choosing a suitable approach to conducting the research into the effectiveness of authentic materials in enhancing students’ performance in the grammar tests A T-test was administered to both experimental and control groups in order to determine "how common a phenomenon is, detect associations between measured variables and make generalizations" [5] via a large sample size Besides the researcher delivered a questionnaire to find out more information related to students' perceptions on the implementation of authentic materials in grammar classes The mixed method approach, thus, is useful to “capitalize on the strengths of each approach” and "offset their different weaknesses” [19], 3.2 Context and participants The study was conducted with the participation of two classes of seventy-six second-year English majored students who had completed the course Grammar One in the previous semester and continued the course Grammar Two in the third semester Their score of the final exam of Grammar One was mainly around average with slightly over 60% of D and 20 % of c Only 5% students got A, while the number of students got B was nearly 15% In addition, the researcher had witnessed their remarked reluctance to learn grammar in the previous course It appeared that the short - term benefit to pass the exams was the sole factor motivating them to work It was the situation that forced the writer to conduct a study on the effectiveness of authentic materials in grammar classes The research was carried out during the 15-week course of Grammar Two in the third semester with QUẢN TRỊ ■ QUẢN LÝ six grammatical patterns including Tenses, Conditional Sentences, Passives, Participles, Prepositions and Phrasal verbs The two classes were taken as an experimental class and a control j class The experimental class was taught Grammar Two with the implementation of authentic materials while the traditional grammar teaching method with presenting and practice was applied in the class of control class After careful consideration, the researcher decided to use songs, cartoons, clips and articles from newspapers and magazines as authentic materials in teaching the above grammar structures to the experimental class 3.3 Data collection and data analysis The data collecting process started with delivering a T-test to both classes At the beginning of the course Grammar Two, a pre-test with 50 multiple choice items was administered to both control and experimental classes to ensure the two classes have the same English level Subsequently, the treatment was carried out to teach the patterns to the experiment class during 15 weeks of the course Grammar Two After the completion of the treatment, a 50 multiple choice item post-test was given to both classes at the end of the course to find out and determine students’ grammar acquisition on the six structures To generalize the results, the SPSS statistics was applied as a tool analyzing the data In addition, a questionnaire succeeded the T-test in order to collect adequate data for the study since it is “an efficient way to gather larger amounts of data” (Hinchey, 2008) The researcher administered a questionnaire with seven rating­ scale questions and three open-ended questions to 38 students of the experimental class to find out their perspectives on the implementation of authentic materials in teaching grammar The analysis process was closely conducted through three steps: reading critically, interpreting, and drawing a conclusion The study, subsequently, supported a logical conclusion on the issue raised in the research questions Results and discussion 4.1 The population ofthe treatment The students’ pretest scores of both experimental and control classes were analyzed by using independent t-test through statistical product and solution (SPSS) in order to find out whether the initial grammar competence of two classes was in the same level The result was shown in the Table The computation analysis of the independent t-test showed that the sig of Levene's Test p value = 0.603 > 0.05, which means the equal variances assumed meaningful Sig (2-tailed) = 0.7 > 0.05, therefore, it obviously demonstrated that there was no significant difference between Table Comparison of pretest scores of experimental and control classes N Mean std Deviation std error Mean Control group 38 5.0842 1.34858 21877 Experimental group 38 5.2105 1.49283 24217 Group Pre-test t-test of Equality of Means Levene’stest of equality of variances f Sig .273 603 95% confidence t df Sig Mean std error (2-tailed) difference difference Interval of difference Lower Upper Equal variances Pre -test -.387 74 700 -.12632 32635 -.77659 58395 -.387 73.249 700 -.12632 32635 -.77670 52406 assumed Equal variances not assumed Source: Author SỐ 15 - Tháng 6/2021 313 TẠP CHÍ CƠNG THƯỜNG the means of pretest scores for both experimental and control classes It, hence, can be concluded that the two classes belong to the same population and the procedure of teaching grammar using authentic materials can be implemented in the experimental class 4.2 Effectiveness of authentic materials in enhancing students ’performance in grammar tests In order to determine whether there was any improvement in students’ grammatical competence after the treatment, the pretest and posttest scores of the experimental class were analyzed using t-test of Paired Two Samples of Mean The process was to test the two hypotheses The null hypothesis can be demonstrated as HO: p = p2, which means that there is no significance difference between the means of pretest and posttest scores And the alternative hypothesis is Hl: pl * p2, which means the mean of posttest score is higher than pretest one The computation analysis was shown in the Table 2: As displayed in the table the sig (2-tailed) of the Paired Samples Test is smaller than 0.05, so the null hypothesis HO is rejected, which means that there is a significant difference between the pretest and posttest scores of the experimental class In addition, the mean difference between the score of pretest and posttest is -1.59211, which confirms that the posttest result was higher than the pretest result It can come to a conclusion that there is a considerable improvement on the students’ grammatical competence after the implementation of authentic materials 4.3 Comparative analysis of the pretest and posttest scores ofthe control class The purpose of the analysis was to figure out the significant difference between the pretest and posttest of the control class The statistical calculation was shown in the Table As demonstrated in the table, the sig for the comparison of the average score of the pretest and posttest was p = 000 which was smaller than 0.05, so the mean of pretest is significantly different from that of the posttest Moreover, the mean of pretest and posttest are 5.0842 and 5.9474 respectively, and the mean difference was around 86316 Therefore, it could be affirmed that the mean of posttest score was higher than the mean of pretest score 4.4 Effects of authentic materials on students’ grammar acquisition The data from posttest of two classes were analyzed and then compared by using t-test independent sample test It was carried out to determine whether there was any significant difference in students' achievement on grammatical competence between the experimental class (treated by using authentic materials) and the control class (treated by not using authentic materials) The result of independent sample test in post-test can be seen in the Table The table demonstrates that sig of the Levene's was 000 which is smaller than 0.05, so the Equal variances not assumed was taken into consideration With the sing.(2-tailed) was 0.002 Table Comparison of pretest and posttest of the experimental class Mean N std deviation std error mean ExperimentalPRE 5.2105 38 1.49283 24217 ExperimentalPOST 38 6.8026 _ 1.44137 23382 Correlation Sig .514 001 Pair Paired Differences Mean Pair experimental Pre - experimentalPost -1.59211 std Deviation 1.44678 std error mean 23470 95% confidence interval of the Difference Lower Upper -2.06765 -1.11656 t df Sig (2-tailed) -6.784 37 000 _ _ Source: Author 314 So 15-Tháng 6/2021 QUẢN TRỊ-QUẢN LÝ Table Comparison of pretest and posttest scores of the control class Mean N std deviation Std error mean 5.0842 38 21877 5.9474 38 1.34858 76502 Correlation Sig .354 029 Pair control_Pre control_post 12410 Paired Differences 95% confidence interval Mean Pair control_Pre Control_post std Deviation -.86316 1.29373 std error mean 20987 t df Sig (2-tailed) -4.113 37 000 of the Difference Lower Upper -1.28840 -4.113 Source: Author Table Comparison of the posttest scores of experimental and control classes N Mean std Deviation std error Mean Pretest control group 38 5.9474 76502 12410 Experimental group 38 6.8026 1.44137 23382 Group t-test of Equality of Means Levene’stest of equality of variances f Sig 16.050 000 95% confidence t df Sig Mean std error (2-tailed) difference difference Interval of difference Lower Upper -1.38272 -.32781 Equal variances assumed -3.231 74 002 -.85526 -3.231 56.314 002 -.85526 26472 score Equal variances not assumed 26472 -1.38549 -.32504 Source: Author which is smaller than 0.05, the finding rejected HO and simultaneously confirmed that the posttest scores of two classes were significantly different Additionally, the mean difference between the posttest of the experimental class and that of the control class was 0.85526, which means that the experimental class had higher result than the control class Hence, the application of authentic materials obviously had a significant effect on the achievement of the experimental students 4.5 Students’ attitudes towards the use of authentic materials in grammar classes In order to investigate students’ attitudes towards the use of authentic materials in teaching grammar, the questionnaire was given to thirty-eight students of the experimental class There were ten items in the questionnaire Seven of them consisted of five optional choices, namely strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree that were arranged from one to five of the Likert Scale Additionally, the other three were open-ended questions to get deeper information from the population To analyze data from seven questions of the five-point Likert Scale, the descriptive analysis was used as could be seen in the Table 5.1,5.2: SỐ 15- Tháng 6/2021 315 TẠP CHÍ CỐNG THIÍ0NG Table 5.1 Intervals of the five-point Likert Scale Questions Descriptions Intervals 1,2,3,4 5,6,7 1.00-1.08 Strongly disagree 1.81-2.60 Disagree 2.61-3.40 Neither agree nor disagree 3.41-4.20 Agree 4.21-50 Strongly agree information related to the implementation of authentic materials in grammar class First, the students’ responses to Question regarding their favorite kinds of authentic materials were video clips, songs and magazines since they created interesting and unthreatening learning atmosphere Besides, they provided students with a vivid demonstration on how to use grammar patterns in real life Source: Author Table 5.2 Descriptive Statistics of seven questions of the five-point Likert Scale N Minimum Maximum Mean std deviation Question 38 2.00 5.00 3.9211 99679 Question 38 2.00 5.00 3.6842 90360 Question 38 2.00 5.00 3.9474 80362 Question 38 2.00 4.00 3.2632 60109 Question 38 3.00 5.00 3.9474 73328 Question 38 2.00 5.00 3.8158 80052 Question 38 2.00 5.00 3.7105 95600 Valid N (listwise) 38 Source: Author As shown in the table, Question with the mean of 3.9211, the students asserted the effectiveness of authentic materials in helping them understand the grammar structures clearly The confirmation of an interesting and motivating grammar class applied authentic materials in Question was also determined with the mean of 3.9474 Obviously, the students agreed with the statement of Question that authentic materials demonstrate how to use grammar structure vividly With the mean around 3.7 of Question 5, Question and Question 7, it could be concluded that the students were in favor of the implementation of authentic materials in grammar classes (Question 7) when asserting the usefulness of these materials in increasing their confidence in grammar exams (Question 5) thanks to longer term memory (Question 6) Overall, the means of questions (except Question 4) are between 3.41 and 4.20, so it can be confirmed that the students are in agree level In other words, they are in favor of the application of authentic materials in grammar classes when confirming the positive effects of these materials on their learning Three open-ended questions in the questionnaire were designed to obtain specific 316 So 15 - Tháng 6/2021 The second concerning was the respondents' attitudes toward the positive effects of authentic materials on their grammar acquisition As many as thirty-three students (87%) stated that the implementation of authentic materials in grammar class was helpful since the grammar structures were presented vividly in an exciting and creative way Furthermore, they gained deeper insight into how to use these structures in speaking and writing thanks to the demonstration in newspaper, movies and songs The students, hence, perceived grammar learning as a prerequisite for the acquisition of communicative competence as well as linguistic competence and felt highly motivated to learn grammar Conversely, the other 13% or five participants thought that authentic materials distracted them from focusing on the main content of the lesson, as a result they easily forgot the main points after classes Question 10 concerned the students’ favor of applying authentic materials instead of traditional grammar teaching 87 % respondents showed their agreement on the implementation of authentic materials in grammar classes They explained that the positive effects of authentic materials in QUẢN TRỊ - QUẢN LÝ increasing their understanding of grammar structures, their motivation for grammar learning and their confidence in grammar exams convinced them to support the implementation of authentic materials in grammar classes Conclusion and suggestion In conclusion, the findings of the research affirm that authentic materials are of use to improve students’ performance in grammar tests, which corresponds to the study of Berardo (2006) on the effectiveness of authentic materials in increasing students’ linguistic competence In addition, the implementation of authentic materials in grammar classes creates an interesting learning atmosphere in which students feel more interested in grammar lessons Obviously, authentic materials provide students with perspicuous explanation of how structures are used through daily situations In other words, they bridge the gap between classroom and the world outside; therefore, as displayed in the findings, they increase students’ motivation in grammar learning This is corresponding to the investigation of Mestari (2016) In terms of students' attitudes towards the application of authentic materials in grammar classes, the data from the questionnaire showed that the students were in favor of the use of authentic materials in grammar teaching They asserted that authentic materials assist them in comprehending the usage of grammar structures in different daily situations, which resulted in deeper understanding and more confidence in grammar tests However, the challenges of vocabulary and distraction from the main content of each lesson are the two key points that teachers should take into consideration when applying authentic materials in grammar classes The level of vocabulary in each authentic material needs to suit students otherwise they may be demotivated in grammar classes Therefore, selecting suitable authentic materials is a priority of the application Additionally, teachers should also concern the way in which they conduct grammar lessons with authentic materials The procedure needs to be logic, smooth and productive It is obvious that there are some challenges when teachers apply new treatment in their classes; nevertheless, teachers could minimize these challenges with a careful selection of authentic materials, a well-prepared lesson plan and a willingness to changes ■ REFERENCES: Anderson, J (2005) Mechanically Inclined Portland, Maine: Stenhouse Publishers Bacon, s M & Finnemann, M D (1990) A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input Modem Language Journal 74(41,459-473 Berardo, s A (2006) The Use of Authentic Materials in the teaching of Reading The Reading Matrix, 6(2), 60-69 Brindley, G (1984) Needs Analysis and Objective Setting in the Adult Migrant Education Program Sydney: NSW Adult Migrant Education Service Dahlberg, L., & McCaig, c (2010) Practical Research and Evaluation New York: SAGE Publications Eun, J (2010) Contextualizing grammar teaching using authentic materials USA: Prentice Hall Gilmore, A (2007) Authentic materials and authenticity in foreign language learning Language Teaching, 40(2), 97- 118 Guariento, w„ & Morley J (2001) Text and task authenticity in the EFL classroom ELT Journal, 55(4), 347-353 Haley, M H & Austin T Y (2004) Content-based second language teaching and learning USA: Pearson Education 10 Hedge, T (2000) Teaching and learning in the language classroom Oxford, England: Oxford University Press 11 Kilickaya F (2004) Authentic Materials and Cultural Context in EFL Classroom The internet TESL Journal 10(7), 1-6 12 Mestari s A (2016) The use of authentic materials in teaching Grammar for EFL Students LLT Journal 19(2), 125-131 SỐ 15 - Tháng 6/2021 317 TẠP CHÍ CƠNG THƯƠNG 13 Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle & Heinle 14 Pachler, N (1999) Teaching and Learning Grammar, ỉn N Pachler, Teaching Modem Foreign Language at Advanced Level London: Routledge 15 Reppen, R (2010) Using corpora in the language classroom Cambridge: Cambridge University Press 16 Richard J (2001) Curriculum Development in Language Teaching Cambridge: c.u.p 17 Senior, R (2005) Authentic Responses to Authentic Materials in English Teaching Professional, 38,71 18 Shomoossi, N & Ketabi, s (2007) A critical look at the concept of authenticity Electronic Journal of Foreign Language Teaching, 4(1), 149-155 19 Spratt, c Walker, R., and Robinson B (2004) Mixed Research Methods Practitioner Research and Evaluation Skills Training in Open and Distance Learning Burnaby, BC: Commonwealth of Learning 20 Vaiciuniene, V & Uzpaliene, D (2010) Authentic resources in technology-based ESP learning Studies about languages, 17,94-98 21 Wegener, B (2008) Corporate English language training: The way to customized materials In J Schmied, & c Haase (Eds.), English projects in teaching and research in Central Europe (pp 127-146) Gottingen: Cuvillier Verlag Received date: June 2,2021 Reviewed date: June 15,2021 Accepted date: June 28,2021 Author information: NGUYEN THI THU HANG Van Lang University HIỆU QUẢ CỦA VIỆC SỬDỤNG NGỮ LIỆU THẬT TRONG VIỆC GIẢNG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ HAI NGÀNH NGÔN NGỮ ANH • NGUYỀN THỊ THU HẰNG Trường Đại học Vởn Lang TĨM TẮT: Từ trước tới nay, có nhiều cơng trình nghiên cứu tầm quan trọng việc sử dụng ngữ liệu thật giảng dạy tiếng Anh Song song với đó, sử dụng ngữ liệu thật việc dạy ngữ pháp tiếng Anh cho sinh viên chủ đề nhà nghiên cứu quan tâm Tuy nhiên, số nghiên cứu tìm hiểu hiệu ngữ liệu thật việc cải thiện kiến thức ngữ pháp cho sinh viên thúc đẩy động lực học ngữ pháp họ Nghiên cứu tiến hành để làm rõ hai vấn đề Với tham gia bảy mươi sáu sinh viên ngành Ngôn ngữ Anh, nghiên cứu thu thập phân tích liệu từ kiểm tra trước sau áp dụng ngữ liệu thật dạy ngữ pháp song song với phân tích câu trả lời sinh viên từ bảng khảo sát Kết tìm cho thấy ngữ liệu thật giúp cải thiện kiến thức ngữ pháp sinh viên, đồng thời thúc đẩy động lực học ngữ pháp họ Từ khóa: ngữ liệu thật, ngữ pháp, động lực, kết thi sinh viên 318 SỐ 15 - Tháng 6/2021 ... NGUYEN THI THU HANG Van Lang University HIỆU QUẢ CỦA VIỆC SỬDỤNG NGỮ LIỆU THẬT TRONG VIỆC GIẢNG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ HAI NGÀNH NGƠN NGỮ ANH • NGUYỀN THỊ THU HẰNG Trường Đại học... cơng trình nghiên cứu tầm quan trọng việc sử dụng ngữ liệu thật giảng dạy tiếng Anh Song song với đó, sử dụng ngữ liệu thật việc dạy ngữ pháp tiếng Anh cho sinh viên chủ đề nhà nghiên cứu quan tâm... hiệu ngữ liệu thật việc cải thiện kiến thức ngữ pháp cho sinh viên thúc đẩy động lực học ngữ pháp họ Nghiên cứu tiến hành để làm rõ hai vấn đề Với tham gia bảy mươi sáu sinh viên ngành Ngôn ngữ