Nghiên cứu về các hoạt động được sử dụng để dạy ngữ pháp tiếng anh cho học sinh bậc tiểu học tại huyện quảng trạch tỉnh quảng bình

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI LAN ANH AN INVESTIGATION INTO THE ACTIVITIES USED TO TEACH ENGLISH GRAMMAR TO CHILDREN AT SOME PRIMARY SCHOOLS IN QUANG TRACH DISTRICT, QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI LAN ANH AN INVESTIGATION INTO THE ACTIVITIES USED TO TEACH ENGLISH GRAMMAR TO CHILDREN AT SOME PRIMARY SCHOOLS IN QUANG TRACH DISTRICT, QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN QUANG NGOC THUY, Dr HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ LAN ANH NGHIÊN CỨU VỀ CÁC HOẠT ĐỘNG ĐƯỢC SỬ DỤNG ĐỂ DẠY NGỮ PHÁP TIẾNG ANH CHO HỌC SINH BẬC TIỂU HỌC TẠI HUYỆN QUẢNG TRẠCH, TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THÚY HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nguyen Thi Lan Anh Date: December 19, 2016 i ABSTRACT This study aims to explore the classroom activities used to teachEnglish grammar to primary school pupils in Quang Trach District of Quang Binh Province The study particularly seeks to identify the teachers‟ choice of classroom activities andcriteria for choosing classroom activities and to describe the difficulties that the teachers encounter in applying classroom activities in teaching English grammar for primary school pupils The data were collected by means of questionnaires, class observations and interviews The results show the most preferred classroom activities by the teachers wereTalking with children activities for noticing stage; Language games for structuring stage; Role playing and simulations for proceduralizing stage and Explicit teacher talk for introducing metalanguage to young learners In the connection, the results from class observations and interviews show the majority of the teachers were able to conduct classroom activities effectively and the most common problems met by the teachers when applying activities in classrooms was students‟ shyness; dominated students; losing control of class and managing students‟ understanding of the knowledge conveyed in the lesson Based on the practical values of classroom activities for Grammar teaching, suggestions for promoting classroom activities in an English class at primary level are offered ii First and foremost, I would like to express my deepest gratitude to my respected supervisor, who offered me a great deal of valuable suggestions, guidance as well as precious references at every stage of the study Secondly, I would like to thank all of the primary school teachers in Quang Trach district of Quang Binh province for providing me with data necessary for my research Last but not least, I would like to extend my gratefulness to my family, my friends and many others who continuously offer spiritual support and encouragement during the process of doing this study iii TABLE OF CONTENTS ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES AND FIGURES viii CHAPTER ONE INTRODUCTION .1 1.1 Rationale of the study .1 1.2 Aims and objectives .2 1.2.1 Aims 1.2.2 Objectives .2 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the thesis .3 CHAPTER TWO LITERATURE REVIEW 2.1 Overview 2.2 Young Learners 2.2.1 Definition of young learners 2.2.3 Characteristic of young learners 2.2.4 How to teach English to young learners 2.3 Teaching Grammar 2.3.1 Definition of grammar .8 iv 2.3.2 Grammar teaching approaches 2.3.3 Procedure of grammar teaching .10 2.3.4 Factors affecting grammar teaching and learning 13 2.3.5 The role of grammar in teaching English to young learners at primary school 16 2.4 Activities in Teaching English Grammar to Young Learners in Primary School 17 2.4.1 Activities 17 2.4.2 Types of classroom activities 17 2.4.2.2 Structuring activities 21 2.4.2.3 Proceduralizing activities 22 2.4.2.4 The activities for presenting meta-language 24 2.4.3 The criteria of a good classroom activity .25 2.5 Previous related studies 27 2.6 Chapter Summary 29 CHAPTER THREE 30 METHODOLOGY 30 3.1 Introduction 30 3.2 Research Approach .30 3.3 Participants 30 3.4 Data Collection Instruments 31 3.4.1 Questionnaires 31 3.4.2 Class observations 32 3.4.3 Interview 33 3.5 Data Analysis .33 3.6 Chapter Summary 33 CHAPTER FOUR .34 FINDINGS AND DISCUSSION 34 4.1 Overview 34 v 4.2 Findings 34 4.2.1 Findings from the Questionnaires 34 4.2.1.1 Teachers‟ Profile 34 4.2.1.2 Teacher‟s experience in teaching English grammar at primary school 35 4.2.1.2.a Teachers‟ perception about teaching English grammar to young learners .35 4.2.1.2.b Teachers‟ commonly-used of classroom activities in teaching English grammar 36 4.2.1.2.c Teachers‟ criteria of choosing activities for grammar teaching 39 4.2.1.2.d Teachers‟ implementation of classroom activities in teaching English grammar 39 4.2.1.2.e Teachers‟ sources of classroom activities 42 4.2.1.2.f Teachers‟ difficulties when teaching English grammar to young learners .43 4.2.2 Findings from class observation 44 4.2.3 Findings from interviews 50 4.3 Discussion 57 4.3.1 Discussion about the respondents‟ profile .57 4.3.2 The discussion about the research questions 57 According to what criteria are the activities chosen to teach English grammar by the primary school teachers? 59 What difficulties the teachers encounter in using teaching activities in teaching English grammar? 60 CHAPTER FIVE .62 CONCLUSION AND IMPLICATIONS 62 5.1 Overview .62 5.2 Summary and Implications on Teaching .62 5.2.1 Summary of major findings 62 5.2.2 Implications on teaching English grammar through the use of classroom activities 63 5.2.3 Implications for administrator 65 vi 5.3 Limitations of the study 66 5.4 Suggestions for Further Studies 67 REFERENCES 68 vii REFERENCES Arif, M., & Hashim, F (2009) Young learners second language visual literacy practices Oxford: Inter-Disciplinary Press Batstone, R (1994) Grammar language teaching Oxford University Press Batstone, R (1995) Grammar, Oxford, Oxford University Press Batstone, R (1996) Key concepts in ELT: Noticing ELT Journal, 50 (3), 273-273 Celce-Murcia, M (2013) Teaching English as a second or foreign language Boston: Heinle and Heinle Brown, H D (2007) Principles of language learning and teaching Pearson Longman Brumfit, C (1980) Communicative language teaching Oxford: Pergamon Press Cameron, L (2003) 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Jurnal Bahasa dan Seni, 31(2), 197-213 69 Littlewood, W (1981) Communicative language teaching: An introduction Cambridge: Cambridge University Press Long, M.H (1990) Maturational Constraints on Language Development Studies in Second Language Acquisition, 12(4), 21-285 Long, M (1991) Focus on form: A design feature in language teaching methodology In K de Bot, R Ginsberg, & C Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp 39-52) Amsterdam: John Benjamins Long, M H (2000) Acquisition and teaching.In M Byram (Ed.), Encyclopedia of language teaching (pp 4-5) London: Routledge Lotherington Moon, J (2005) Children Learning English Macmillan Nassaji, H., & Fotos, S (2011) Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context New York, NY: Routledge Nguyễn Thị Mai Hoa, & Nguyễn, Quốc Tuấn (2007).Teaching English in Primary Schools in Vietnam: An Overview Current Issues in Language Planning, (2), 162-173, DOI: 10.2167/cilp106 Patison, P (1987) Developing communicative skills Cambridge: Cambridge University Press Philips, S (1993) Young learners Oxford, New York, Toronto: Oxford University Press Pinter, A (2006) Teaching young language learners Oxford: Oxford University Press Povjakalová, A (2012) Teaching grammar to young learners using interactive whiteboard (master thesis) Retrieved on December 5th 2016 from https://is.muni.cz/th/105328/pedf_m/TEACHING_GRAMMAR_TO_YOUN G_LEARNERS_USING_INTERACTIVE_WHITEBOARD_Final_.pdf Raimes, A (1983) Techniques in teaching writing New York & Oxford: Oxford University Press Richards, J C., & Lockhart, C (1994) Reflective teaching in second language classrooms Cambridge: Cambridge University Press 70 Richard-Amato, P A (1988) Making it happen: Interaction in the second language classroom New York: Longman Rivers, W (1983) Communicating naturally in a second language theory and practice in language teaching Cambridge: Cambridge University Press Rixon, S (1999) Young learners of English: Some research perspectives London: Longman Rutherford, W (1987) Second Language Grammar Learning and Teaching London: Longman Sano, M, et al (1984) Communicative language teaching and local needs ELT Journal, 38(3), 171-175 Schmidt, R (1990) The role of consciousness in second language learning Applied Linguistics, 11(5), 129-158 Schmidt, R (2001) Attention In P Robinson (Ed.), Cognition and second language instruction (pp 3-32) Cambridge, England: Cambridge University Press Scott, W A., & Ytreberg, L H (1993) Teaching English to Children Longman Scrivener, J (2003) Oxford Basics: Teaching Grammar Oxford: Oxford University Press Slattery, M., & Willis, J (2001) English for primary teachers: A handbook of activities and classroom language Oxford: Oxford University Press Stern, H H (1983): Fundamental Concepts of Language Teaching Oxford: Oxford University Press Sukarno (2008) Teaching English to young learners and factors to consider in designing the materials Jurnal Ekonomi & Pendidikan, 5(1), 57-73 Surovee, M J (2011) Teaching grammar to young learners (bachelor thesis) Retrieved on December 5th 2016 from http://dspace.bracu.ac.bd/xmlui/bitstream/handle/10361/3313/10103004.pdf? sequence=1&isAllowed=y Thornbury, S (2001) Uncovering Grammar Oxford: Macmillan Heinemann 71 Timelines (n.d.) Retrieved on July 27th 2016, from https://www.teachingenglish.org.uk/article/timelines Ur, P (1991) A course in language teaching Cambridge: Cambridge University Press Ur, P (1994) Grammar Practice Activities: A practical guide for teachers Cambridge Handbooks for Language Teachers Ur, P (1996) The communicative approach revisited Revista para Profesores de Inglés, (2), 5-7 Utsumi, L., & Đoàn Thị Nam Hậu (2010) Trend in teaching and learning English in Vietnam: Implications for the future Traversing Borders: Viet Nam Teacher Program Retrieved on July 18th 2015 from http://www.vnu.edu.vn/eng/coe/conference2009/9.Anh.pdf Uysal, H H., & Bardakci, M (2014) Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms? South African Journal of Education, 34 (1), 1-16 Williams, J (1995) Focus on form in communicative language teaching: research findings and the classroom teacher TESOL Journal, 4(4), 12-16 Willis, J (1996) A framework for task-based learning Harlow, UK: Longman Addison- Wesley 72 APPENDIX QUESTIONNAIRES The Activities Used to Teach English Grammar at Some Primary Schools in Quang Trach District, Quang Binh Province PHIẾU KHẢO SÁT Các hoạt động sử dụng để dạy ngữ pháp tiếng Anh số trường tiểu học huyện Quảng Trạch tỉnh Quảng Bình This questionnaire is designed to seek for the information of teachers‟ experience in using activities in teaching English grammar to primary school students at Quang Trach District, Quang Binh Province All the data collected in this questionnaire is only for the purposes of research The research result will be used for my M A Thesis only and not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! Kính thưa q Thầy/ Cơ! Phiếu khảo sát xây dựng nhằm tìm hiểu kinh nghiệm giáo viên tiếng Anh bậc tiểu học việc sử dụng hoạt động dạy học giảng dạy ngữ pháp tiếng Anh cho học sinh tiểu học huyện Quảng Trạch tỉnh Quảng Bình Tất thông tin thu từ phiếu câu hỏi sử dụng cho mục đích nghiên cứu Kết tổng hợp phiếu câu hỏi sử dụng luận văn thạc sĩ tơi khơng phục vụ cho mục đích khác Chính vậy, tơi mong nhận câu trả lời xác dựa kinh nghiệm thực tế giảng dạy quý Thầy/ Cô Trân trọng cảm ơn hợp tác quý Thầy/Cô! ********************************* 73 I Personal Profile: (Thông tin cá nhân) - Your gender:  Male  Female - Your qualification:  B.A  M.A - Years of teaching: < years  - 10 years > 10 years II Teacher’s Experience in Teaching English Grammar at Primary School Kinh nghiệm giảng dạy ngữ pháp tiếng Anh học sinh bậc tiểu học Please put a tick () in the option you choose More than one choice is acceptable in some sentences (Vui lòng đánh dấu () vào (những) phương án phù hợp ghi rõ ý kiến khác (nếu có) vào cuối câu hỏi.) In your opinion, teaching English grammar to primary school students is Theo ý kiến thầy/ cô việc giảng dạy ngữ pháp tiếng Anh là:  Very necessary (Rất cần thiết)  Necessary (Cần thiết)  Not quite necessary (Không cần thiết)  Unnecessary (Không cần thiết) Do you find teaching English grammar difficult? Thầy có gặp khó khăn việc giảng dạy ngữ pháp tiếng Anh?  Yes  No Do you usually use the classroom activities to teach English grammar? Thầy có thường sử dụng hoạt động dạy học để dạy ngữ pháp tiếng Anh cho học sinh tiểu học?  Yes  No 74 In your opinion, what is the role of using classroom activities to teach English grammar to primary school students? Theo ý kiến thầy/ cô, việc sử dụng hoạt động dạy học đóng vai trị giảng dạy ngữ pháp tiếng Anh cho học sinh tiểu học?  Very important (Rất quan trọng)  Important (Quan trọng)  Not very important (Không quan trọng)  Not important (Không quan trọng) Which activities below you often use to notice students to a specific grammarpoint? Hoạt động dạy học thầy/ cô thường xuyên sử dụng để hướng ý học sinh vào điểm ngữ pháp cụ thể? a Using classroom instructions, questions, requests, the language of classroom management, etc (Sử dụng lời dẫn, câu hỏi, ngôn ngữ dùng quản lý lớp học, vv.) b Talk with children or exploiting the children‟s everyday situations (Nói chuyện với học sinh khai thác tình mà học sinh gặp hàng ngày) c Dialog with puppets (Hội thoại có sử dụng rối) d Using texts (Sử dụng loại văn bản) e Using visual (Sử dụng công cụ dạy học trực quan) f Modeling (Làm mẫu) g Drawing (Vẽ) h Writing and Circling or Underlining critical points (Viết khoanh tròn gạch chân điểm quan trọng) i Timelines (Sử dụng dòng thời gian) j Discovery techniques (Sử dụng kỹ thuật khám phá) Others (Ý kiến khác): 75 Which activities below you often use to help students practice a specific grammar point? Hoạt động dạy học thầy/ cô thường xuyên sử dụng giúp học sinh luyện tập điểm ngữ pháp cụ thể? a Interactive activities: Questionnaire, surveys, etc (Những hoạt động tương tác như: Phiếu câu hỏi, Phiếu điếu tra, vv.) b Language games (Các trò chơi) c Information-gap activities (Các hoạt động khoảng trống thông tin) d Meaningful repetition drills (Những tập nhắc lại hữu ích) e Controlled written practice (Hoạt động viết tầm kiểm soát) Others (Ý kiến khác): Which activities below you often use to help students produce a specific grammar point? Hoạt động dạy học thầy/ cô thường xuyên sử dụng giúp học sinh tái tạo điểm ngữ pháp cụ thể? a Writing captions in comics and/or pictures (Viết thích cho truyện tranh tranh, ảnh) b Parallel writing (based on a model text provided) (Sử dụng hoạt động viết đồng dựa đoạn văn cho sẵn) c Finding and writing the ending of a story (Tìm viết kết chuyện) 76 d Telling a story based on visuals (Kể chuyện theo tranh dụng cụ trực quan) e Role playing and simulations (Đóng vai) f Problem solving (Giải vấn đề) g Error correction (Sửa lỗi sai) Others (Ý kiến khác): Which activities below you often use for presenting meta-language to young learners at primary schools? Hoạt động dạy học thầy/ cô thường xuyên sử dụng để giới thiệu thuật ngữ ngôn ngữ học cho học sinh tiểu học? Explicit teacher talk (Giải thích trực tiếp cho học sinh) Cloze activities for word class (Sử dụng hoạt động điền vào chỗ trống để dạy loại từ) Others (Ý kiến khác): What kind of approach you often use to teach grammar? Phương pháp dạy học tiếng Anh mà thầy/ cô thường dùng để dạy ngữ pháp  Focus-on-forms  Focus-on-meaning  Focus-on-form (Chỉ tập trung vào ngữ pháp, cấu trúc) (Chỉ tập trung vào nghĩa, giao tiếp) (Kết hợp ngữ pháp giao tiếp) Other approaches/ methods (Phương pháp khác) 77 10 Which form of student grouping you often use to organize the activities? Hình thức hoạt động học sinh mà thầy/ cô thường sử dụng để tổ chức hoạt động? (Hoạt động cặp đôi)  Pair work (Hoạt động nhóm)  Group work (Hoạt động cá nhân)  Individual (Hoạt động lớp)  Whole class 11 How often you use classroom activities in teaching English grammar to primary school students? Mức độ thầy cô sử dụng hoạt đơng dạy học q trình giảng dạy ngữ pháp tiếng Anh cho học sinh tiểu học là:  Always (Thường xuyên)  Sometimes (Thỉnh thoảng) Rarely (Hiếm khi) Never (Không bao giờ) 12 How long does an activity last? Một hoạt động dạy học thường diễn bao lâu?  Less than minutes (Ít phút)  – 10 minutes (Từ đến 10 phút)  10 – 15 minutes (Từ 10 đến 15 phút)  More than 15 minutes (Hơn 15 phút) 14 Are there activities available in the current English textbook to facilitate primary students’ grammar learning? Những hoạt động dạy ngữ pháp sách giáo khoa hành có làm cho học sinh học ngữ pháp tiếng Anh dễ dàng không?  Yes  No Not sure 78 15 Which sources of materialS you use to design activities for grammar lesson for primary school students? Những nguồn tài liệu mà thầy/ cô thường sử dụng để thiết kế hoạt động giảng dạy ngữ pháp tiếng Anh cho học sinh tiểu học ?  The activities in the textbook (Các hoạt động sách giáo khoa)  The self-designed activities (Các hoạt động tự thiết kế)  The activities in reference books (Các hoạt động sách tham khảo)  The activities learnt from colleagues (Học hỏi từ đồng nghiệp)  All of the options above (Tất nguồn trên) 16 How successful will you grammar lesson be if no activities were conducted? Nếu không sử dụng hoạt động dạy học việc dạy ngữ pháp tiếng Anh bào học thành cơng mức độ nào?  Less successful (Ít thành cơng)  As successful as when the activities were conducted (Thành công tương tự ứng dụng hoạt động dạy học)  More successful (Thành công hơn)  No idea (Khơng có ý kiến) 17 What criteria you use to choose the activities to teach English grammar to children at primary school? Những tiêu chí thường thầy cô sử dụng để chon lựa hoạt động dạy học để giảng dạy ngữ pháp tiếng Anh? Clear objective (Mục đích rõ ràng) Active language use (Cấu trúc sử dụng cách thường xuyên)  Interesting (Thú vị) Learner activation (Khuyến khích tham gia học sinh) Good timing (Thời gian hợp lý) Other criteria (Tiêu chí khác) 79 18 What difficulties have you met when teaching English grammar to primary school students? Những khó khăn mà thầy cô thường gặp phải dạy ngữ pháp tiếng Anh cho học sinh tiểu học? a Motivation (Động lực học sinh) b Age (Độ tuổi học sinh) c Multi-level classes (Học sinh với nhiều trình độ ngơn ngữ khác lớp) d Affection of mother tongue on children‟s foreign language learning (Sự ảnh hưởng ngôn ngữ mẹ đẻ lên việc lĩnh hội ngoại ngữ) e The mismatch between teacher training and the ability to teach young learners (Sụ chênh lệch trình độ đào tạo giáo viên lực giảng dạy cho đối tượng học sinh tiểu học) Other (Ý kiến khác) THANK YOU FOR YOUR COOPERATION! 80 APPENDIX OBSERVATION SHEET Date: ………/ ………/ ………Class: …………/ Number of students: Lesson: …………………………….Teacher: Objectives: Structures: Methods/ approaches: Criteria Noticing activities Structuring activities Duration Number of activities Number of participants & Setting Core action Procedure of each activity Interaction Comments of observer 81 Proceduralizing activities Introducing metalanguage activities APPENDIX QUESTIONS FOR TEACHERS INTERVIEW Why did you choose those activities for teaching grammar? How you assess the success of the activities? Tại sao, thầy/ họn hoạt động để dạy ngữ pháp? Thầy/cô đánh giá mức độ thành công hoạt động mà thầy/ cô sử dụng tiết học ngày hôm nào? What problems encountering when using classroom activities to teach grammar? How did you overcome those problems? Thầy/ cô thường gặp phải vấn đề gi sử dụng hoạt động dạy học để dạy ngữ pháp? Thầy cô vượt qua vấn đề nào? What are the factors that affect students‟ grammar learning? What are your suggestions for overcoming those barriers? Những nhân tố ảnh hưởng đến việc học ngữ pháp học sinh? Thầy/ có đề nghị để cải thiện tình trạng đó? THANK YOU FOR YOUR COOPERATION! 82