VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY STUDY OF STUDENTS’ ATTITUDES TOWARDS GRAMMAR INSTRUCTION[.]
VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY STUDY OF STUDENTS’ ATTITUDES TOWARDS GRAMMAR INSTRUCTION AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By DANG QUE NHU Supervised by NGUYEN THU HUONG, Ph.D HO CHI MINH CITY, MAY 2022 STATEMENT OF ORIGINALITY I certify that this thesis entitled “A SURVEY STUDY OF STUDENTS’ ATTITUDES TOWARDS GRAMMAR INSTRUCTION AT NTT INSTITUTE OF INTERNATIONAL EDUCATION” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh, May 10th, 2022 Dang Que Nhu i RETENTION AND USE OF THE THESIS I hereby state that I, Dang Que Nhu, being the candidate for the degree of Master in TESOL, accept the requirements of The University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research in accordance the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh, May 10th, 2022 Dang Que Nhu ii ACKNOWLEDGEMENTS This thesis could not have been completed without the generous help of many people to whom I would like to express my sincere appreciation and gratitude First and foremost, I wish to send my gratitude to my thesis supervisor, Dr Nguyen Thu Huong for his invaluable assistance in completing this thesis successfully He has provided me with numerous suggestions and constructive feedback I am highly appreciative of his patience and dedication Second, I am greatly indebted to all of my lecturers in the TESOL graduate program at the University of Social Science and Humanities for their gratitude and helpful instruction during the course, which laid the foundation for this thesis I am also grateful to the students from Nguyen Tat Thanh Institute of International Education, who participated in this research and were willing to provide me with authentic data My heartfelt thanks and love will send to my friend student Ms Dinh Phan Phi Phuong, my fellow Ms Pham Quynh Mai, and my colleague Ms Nguyen Thi Hoang Trinh for their warm encouragement, advice, and support Last but wholeheartedly, this thesis is dedicated to my cherished parents for their diligence in bringing me up and providing me with the necessary education Many sincere thanks to them all, the great contributors to this thesis iii TABLE OF CONTENTS STATEMENT OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Outline of the thesis CHAPTER LITERATURE REVIEW 2.1 Grammar 2.1.1 Definitions of grammar 2.1.2 Place of grammar in teaching and learning 2.2 Grammar instruction overview 10 2.2.1 Grammar-Based Approaches 11 2.2.2 Grammar Translation and Audio-Lingual Methods 12 2.2.3 Presentation-Practice-Production (PPP) Models 13 2.2.4 Inadequacies of Grammar-Based Approaches 15 2.2.5 Communication-Based Approaches 17 2.3 Implicit and explicit instruction 20 2.4 Inadequacies of Communication-Based Approaches 20 2.5 Explicit Direct and Indirect Instruction 22 2.5.1 Explicit Direct Instruction 22 2.5.2 Explicit Indirect Instruction 23 iv 2.6 Task-based approach 24 2.7 Text-based approach 25 2.8 Previous studies 27 2.9 Conceptual framework 29 CHAPTER METHODOLOGY 30 3.1 Research design 30 3.2 Research site 31 3.3 Research participants 31 3.4 Research instruments 32 3.4.1 Questionnaire 32 3.4.2 Interviews 36 3.5 Data collection procedure 38 3.6 Data analysis procedure 40 3.6.1 Close-ended item analysis (Quantitative) 40 3.6.2 Open-ended item analysis (qualitative) 40 3.7 Validity and Reliability of the Quantitative and Qualitative Data 42 3.7.1 Validity 42 3.7.2 Reliability 43 CHAPTER RESULTS AND DISCUSSION 45 4.1 Results from the close-ended items of the questionnaire 45 4.1.1 Students’ preference to English grammar learning in the classroom 45 4.1.2 Students’ preference to the method(s) of grammar teaching introduced in the classroom 47 4.1.3 Students’ awareness of the kind(s) of method of grammar teaching taught in the classroom 48 4.1.4 Students’ perceptions of difficulties encountered when learning grammar in the classroom 57 4.2 Results from the open-ended items of the questionnaire and the interview 59 4.2.1 The underlying reasons for students’ favorable attitudes towards grammar learning in the classroom 59 4.2.2 The underlying reasons for students’ unfavorable attitudes towards grammar learning in the classroom 63 v 4.3 Discussion of results 65 CHAPTER CONCLUSION 69 5.1 Summary of the study 69 5.2 Pedagogical implications 71 5.3 Limitation of the study 72 5.4 Recommendation for further study 72 REFERENCES 73 APPENDICES 80 Appendix 1: Questionnaire (English version) 80 Appendix 2: Questionnaire (Vietnamese version) 84 Appendix 3: Interview questions (English version) 88 Appendix 4: Interview questions (Vietnamese version) 88 vi LIST OF ABBREVIATIONS Context-B Context-based CR Consciousness-raising EFL English as a Foreign Language L1 First Language L2 Second Language NIIE Nguyen Tat Thanh Institute of International Education Task-B Task-based Text-B Text-based vii LIST OF TABLES Table 3.1: Summary of participants’ background information 32 Table 3.2: Distribution of the questionnaire items 35 Table 3.3: Reliability of the statements in the questionnaire 44 Table 4.1: Descriptive statistics of students’ preference to English grammar learning in the classroom 45 Table 4.2: Descriptive statistics of students’ preference to the method(s) of grammar teaching introduced in the classroom 47 Table 4.3: Descriptive statistics of Concept check method 49 Table 4.4: Descriptive statistics of text-based, task-based and context-build methods 52 Table 4.5: Descriptive statistics of the use of concept check after the text-based, taskbased and context-build practice 55 Table 4.6: Descriptive statistics of the controlled practiced in the text-based, task-based and context-build methods 56 Table 4.7: Descriptive statistics of students’ perceptions of difficulties encountered in the grammar classroom 57 viii LIST OF FIGURES Figure 2.1: The conceptual framework of the study 29 Figure 4.1: Students’ preference to English grammar learning in the classroom 46 Figure 4.2: Students’ preference to the method(s) of grammar teaching introduced in the classroom 47 ix Dickins, P., & Woods, E (1988) Some criteria for the development of communicative language tasks TESOL Quarterly, 22, 623-46 Dörnyei, Z (2012) Research Methods in Applied Linguistics: 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1 Poor (below 4,0) 2 Below average (4,0 - 5,4) 3 Average (5,5 - 6,9) 4 Good (7,0 - 8,4) 5 Excellent (8,5 - 10) Part B: Students’ attitudes towards grammar learning Please put a tick (✓) in the appropriate box for the following questions Q4 How you prefer grammar learning in your classroom at NIIE? 1 Strongly dislike 2 Somewhat dislike 80 3 Neither like nor dislike 4 Somewhat like 5 Strongly like Q5 How you prefer grammar teaching method(s) introduced in your classroom at NIIE? 1 Strongly dislike 2 Somewhat dislike 3 Neither like nor dislike 4 Somewhat like 5 Strongly like Q6 The below are the grammar teaching methods taught in your classroom Please put a tick (✓) in the appropriate box with (1) = Strongly disagree (2) = Disagree (3) = Neutral (4) = Agree (5) = Strongly agree No Constructs Items (This column is hidden from students) Q6.1 Q6.2 Q6.3 CR Indirect CR Q6.4 CR Direct CR Q6.5 CR Q6.6 Text-B Teacher gives a situation that helps the teacher explain the grammar The teacher breaks up the grammar concepts into small pieces and deal with them one at a time The students just sit and listen while the teacher explains the grammar The teacher uses simple questions to find out if the students have really understood the concepts The teacher stops after it was clear that the students understood the new concepts After the students read/listen to a text and answer comprehension questions about the information they just read/heard, the teacher sets a task for students to discover the examples in the 81 Q6.7 Task-B Q6.8 Context-B Q6.9 Concept Check of Text-B Q6.10 Concept Check of Task-B Q6.11 Concept Check of Context-B Q6.12 Controlled Practice of Text-B Q6.13 Controlled Practice of Task-B Q6.14 Controlled Practice of Context-B text that illustrate the grammar point the teacher intends to teach The students are asked to complete a (language) task through which the teacher desires them to make good use of the grammar points the teacher is about to teach The teacher starts the lessons by using visuals or word prompts to create a context that illustrates examples of grammar points to be taught Then, the teacher elicits students' ideas so they can create sentences containing (new) grammar points on the board After the steps in the item Q6.6, the teacher will ask the students concept checking questions regarding the meaning and forms of the target grammar point After the steps in the item Q6.7, the teacher will ask the students concept checking questions regarding the meaning and forms of the target grammar point After the steps in the item Q6.8, the teacher will ask the students concept checking questions regarding the meaning and forms of the target grammar point After the steps in the item Q6.6, the teacher asks the students to a controlled practice task to check their understanding of the form and meaning After the steps in the item Q6.7, the teacher asks the students to a controlled practice task to check their understanding of the form and meaning After the steps in the item Q6.8, the teacher asks the students to a controlled practice task to check their understanding of the form and meaning 82 Q7 The below are the difficulties you encounter in your grammar classroom Please put a tick (✓) in the appropriate box with (1) = Strongly disagree (2) = Disagree (3) = Neutral (4) = Agree (5) = Strongly agree No Themes Items (This column is hidden from students) Q7.1 Q7.2 Q7.3 Related to the students themselves Q7.4 Q7.5 Q7.6 Related to the teacher Q7.7 Related to the coursebooks Q7.8 Confuse grammar forms Fail to apply grammar in speaking Fail to apply grammar in writting The teacher teaches too much grammar The teacher presents the grammar unattractively The teacher’s explanation is fast so I cannot follow the grammar lesson There are few examples in the student book so I not fully understand the grammar points The workbook exercises are dull Q7.9 Others (please specify) Q.8 What are the reasons for your favorable and unfavorable towards grammar learning as well as difficulties encountered in the classroom? Thank you very much for your time and support 83 Appendix 2: Questionnaire (Vietnamese version) Bảng câu hỏi khảo sát Các bạn sinh viên thân mến, Tôi Đặng Quế Như, giảng viên tiếng Anh NIIE Hiện thực nghiên cứu TESOL với tựa đề “KHẢO SÁT THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI VIỆC DẠY NGỮ PHÁP TIẾNG ANH TẠI VIỆN ĐÀO TẠO QUỐC TẾ NGUYỄN TẤT THÀNH” với mong muốn tìm hiểu sở thích khó khăn bạn lớp học ngữ pháp, nhằm đưa gợi ý nâng cao trải nghiệm học tập ngữ pháp bạn nhà trường Ý kiến bạn thật quan trọng với nghiên cứu Tơi cảm ơn bạn hoàn thành khảo sát 10 phút Câu trả lời bạn ẩn danh, bảo mật nghiêm ngặt sử dụng cho mục đích nghiên cứu Cảm ơn tham gia bạn Phần A: Thơng tin cá nhân Vui lịng đánh dấu (✓) vào thích hợp cho câu hỏi sau Q1 Giới tính: 1 Nam 2 Nữ Q2 Tơi sinh viên _ 1 năm 2 năm hai 3 năm ba 4 năm bốn Q3 Bạn tự đánh giá trình độ ngữ pháp bạn nào? 1 Yếu (below 4,0) 2 Trung bình yếu (4,0 - 5,4) 3 Trung bình (5,5 - 6,9) 4 Khá (7,0 - 8,4) 5 Giỏi (8,5 - 10) Phần B: Thái độ sinh viên việc học ngữ pháp Vui lịng đánh dấu (✓) vào thích hợp cho câu hỏi sau Q4 Nhìn chung, bạn có thích học ngữ pháp lớp bạn khơng? 1 Rất khơng thích 2 Khơng thích 84 3 Bình thường 4 Thích 5 Rất thích Q5 Bạn cho biết mức độ yêu thích bạn phương pháp dạy ngữ pháp giáo viên bạn sử dụng lớp 1 Rất khơng thích 2 Khơng thích 3 Bình thường 4 Thích 5 Rất thích Q6 Những phương pháp phương pháp dạy ngữ pháp giáo viên bạn sử dụng lớp Hãy đánh dấu (✓) vào ô phù hợp với: (1) Rất không đồng ý, (2) Không đồng ý, (3) Đồng ý phần, (4) Đồng ý (5) Rất đồng ý STT Constructs Nội dung (This column is hidden from students) Q6.1 Q6.2 Q6.3 CR Indirect CR Q6.4 CR Direct CR Q6.5 CR Q6.6 Text-B Giáo viên đưa tình để giáo viên giải thích ngữ pháp Giáo viên chia nhỏ khái niệm ngữ pháp giải thích khái niệm Sinh viên ngồi nghe giáo viên giảng Giáo viên đặt câu hỏi đơn giản để xác định xem sinh viên có thực hiểu khái niệm hay không Giáo viên ngừng đặt câu hỏi cảm thấy sinh viên hiểu khái niệm ngữ pháp Sau sinh viên đọc/nghe đoạn văn trả lời câu hỏi đọc/nghe hiểu thông tin vừa đọc/nghe, giáo viên cho tập để học viên khám phá (tìm) ví dụ minh họa cho cấu trúc ngữ pháp (giáo viên định dạy) nằm đoạn văn vừa đọc/nghe 85 Q6.7 Task-B Q6.8 Context-B Q6.9 Concept Check of TextB Q6.10 Concept Check of TaskB Q6.11 Concept Check of Context-B Q6.12 Controlled Practice (tasks) Q6.13 Controlled Practice (tasks) Q6.14 Controlled Practice (tasks) Sinh viên giáo viên yêu cầu thực hoạt động (ngôn ngữ) qua giáo viên muốn học viên sử dụng tốt điểm ngữ pháp giáo viên dạy Giáo viên bắt đầu giảng qua việc sử dụng phương tiện nghe-nhìn từ gợi ý để tạo ngữ cảnh nhằm minh họa ví dụ điểm ngữ pháp dược dạy Sau đó, giáo viên gợi dẫn để học viên tạo câu có chứa điểm ngữ pháp (mới) lên bảng Sau bước câu Q6.6, sinh viên trả lời câu hỏi giáo viên liên quan đến thành phần nghĩa hình thức cấu trúc Sau bước câu Q6.7, sinh viên trả lời câu hỏi giáo viên liên quan đến thành phần nghĩa hình thức cấu trúc Sau bước câu Q6.8, sinh viên trả lời câu hỏi giáo viên liên quan đến thành phần nghĩa hình thức cấu trúc Sau bước dạy câu Q6.6, sinh viên thực tập cấu trúc (ngữ pháp mới) giám sát giáo viên Sau bước dạy câu Q6.7, sinh viên thực tập cấu trúc (ngữ pháp mới) giám sát giáo viên Sau bước dạy câu Q6.8, sinh viên thực tập cấu trúc (ngữ pháp mới) giám sát giáo viên Q7 Những khó khăn bạn gặp phải lớp/việc học ngữ pháp lớp Hãy đánh dấu (✓) vào ô phù hợp với: (1) Rất không đồng ý, (2) Không đồng ý, (3) Đồng ý phần, (4) Đồng ý (5) Rất đồng ý STT Themes Nội dung (This column is hidden from students) Q7.1 Nhầm lẫn cấu trúc ngữ pháp 86 Q7.2 Q7.3 Liên quan đến thân người học Q7.4 Q7.5 Liên quan đến giáo viên Q7.6 Q7.7 Liên quan đến giáo trình Q7.8 Khơng vận dụng ngữ pháp nói Khơng vận dụng ngữ pháp viết Giáo viên dạy ngữ pháp nhiều Phương pháp trình bày giáo viên không sinh động Giáo viên giảng nhanh nên không theo kịp học Sách học khơng cung cấp nhiều ví dụ minh họa nên không hiểu rõ cấu trúc Bài tập sách tập nhàm chán, khơng thú vị Q7.9 Khó khăn khác (vui lòng liệt kê) Q.8 Bạn cho biết lý bạn hài lịng/ khơng hài lịng với việc học ngữ pháp lớp lý đằng sau khó khăn bạn (vui lịng viết đây) Rất cảm ơn thời gian hỗ trợ bạn 87 Appendix 3: Interview questions (English version) Are there anything you like about learning grammar in the classroom? Give the reasons why Are there anything you dislike about learning grammar in the classroom? Give the reasons why Do you encounter any difficulties in the grammar classroom? Tell me more about them Appendix 4: Interview questions (Vietnamese version) Bạn thích điều học ngữ pháp lớp? Lý vậy? Bạn khơng thích điều học ngữ pháp lớp? Lý vậy? Bạn có gặp khó khăn lớp học ngữ pháp khơng? Hãy chia sẻ thêm (những) khó khăn 88