Tìm hiểu những chiến lược giáo viên sử dụng để xử lý lỗi sai ngữ pháp mà học sinh mắc phải ở trường thpt chuyên quốc học exploring the strategies teachers use to deal with grammatical mistakes made by

TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF ABRREVIATIONS LIST OF TABLES AND FIGURES LIST OF FIGURES ABSTRACT CHAPTER ONE INTRODUCTION I.1 Background of the Research I.2 Rationale for Conducting the Research 11 I.3 Purposes of the Research 13 I.4 Research Questions 13 I.5 Research Scope 13 I.7 The Organization of the Research Paper 14 I.8 Summary 15 CHAPTER TWO LITERATURE REVIEW 16 II.2 Difference between Mistakes and Errors 16 II.3 What is a Grammatical Mistake? 17 II.4 Definition of local mistake and global mistake 18 II.5 Attitudes towards Mistakes 18 II.5.1 The Traditional Attitudes towards Mistakes 18 II.5.2 The Communicative Approach to Mistakes 19 II.6 When and What to Correct 21 II.7 Correction Techniques 22 II.7.1 Finger Correction 22 II.7.2 Question Mark 23 II.7.3 Alternatives 23 II.7.4 “S” Card 24 II.7.5 BB prompt 24 II.7.6 Students to Student Correction 24 II.7.7 Indirect Correction 25 II.8 Correcting students‟ written work 26 II.9 Ways of Correction 27 II.10 Summary 28 CHAPTER THREE METHODOLOGY AND PROCEDURES 29 III.1 General Pedagogical Context 29 III.1.1 Quoc Hoc High School 29 III.1.2 English Courses and the English Teaching Staff at Quoc Hoc High School 29 III.2 Method Orientation 30 III.3 Subjects 30 III.4 Instruments for Data Collection 31 III.4.1 The Questionnaires 31 III.4.2 Interviews 32 III.4.3 Class Observation 33 III.5 Data Analysis 33 III.6 Procedure 33 CHAPTER FOUR FINDINGS AND DICUSSIONS 35 4.1 Overview 35 4.2 Findings and Discussions 35 4.2.1 Teachers‟ and Students‟ Attitudes towards Mistake and Grammatical Mistake Making 35 4.2.1.1 Teachers‟ Perception on Mistake 35 4.2.1.2 Teachers‟ Attitudes towards Students Who Make Grammatical Mistakes 37 4.2.1.3 Students‟ Perception on Mistake 38 4.2.1.4 Students‟ Feeling When Making Grammatical Mistakes 39 4.3 Common Grammatical Mistakes Students often Make 41 4.4 The Students‟ Frequency of Making Grammatical Mistake 43 4.5 Causes of Students‟ Grammatical Mistakes 44 4.6 Teachers‟ and Students‟ Perception on Mistake Correction 46 4.7 The Teachers‟ Frequency of Conducting Grammatical Mistake Correction 48 4.8 Students‟ Feelings When Having Grammatical Mistakes Corrected 49 4.9 When Teachers Correct the Grammatical Mistakes 50 4.10 Type of Students‟ Grammatical Mistakes that Teachers often Correct 51 4.11 The Strategies Teachers Use To Deal with Students‟ Grammatical Mistakes 52 4.11.1 The Techniques that Teachers Use 52 4.11.2 Reasons for Teachers‟ Preference to Using the Techniques 54 4.11.3 The Techniques of Grammatical Correction that Students Like 55 4.11.4 Ways of Correcting Learners‟ Mistakes that Teachers often Employ 56 4.11.5 Difficulties Faced by Teachers When Using the Correction Strategies To Deal with Grammatical Mistakes 57 4.11.6 Teachers' Reaction When Their Correction Strategy Is Not Successful 59 4.11.7 The Teachers‟ Frequency of Adapting Grammatical Mistake Correction Activities 60 4.12 Suggestions for Making the Grammatical Mistake Correction Activities really Effective 61 CHAPTER FIVE CONCLUSION AND IMPLICATION 63 5.1 Overview 63 5.2 Conclusion 63 5.2.1 Teachers‟ and Students‟ Attitudes towards Mistake and Grammatical Mistake Making 63 5.2.2 Students‟ Feeling When Making Grammatical Mistakes 63 5.2.3 Common Grammatical Mistakes Students often Make 64 5.2.4 Causes of Students‟ Grammatical Mistakes 64 5.2.5 The Strategies Teachers Use To Deal with Grammatical Mistakes Made by Students 64 5.3 Implications 66 5.3.1 For Teachers 66 5.3.2 For Students 68 5.4 Contribution of the Study 69 5.5 Limitations 69 5.6 Suggestion for the Further Research 69 5.7 Summary 69 References 70 LIST OF ABRREVIATIONS L1 : First language L2 : Second language LIST OF TABLES AND FIGURES Table 4.1 Teachers‟ attitudes towards students who make grammatical mistakes 37 Table 4.2 Students‟ perception on mistake 38 Table 4.3 Common grammatical mistakes students often make 41 Table 4.4 Students‟ feelings when having grammatical mistakes corrected 49 Table 4.5 The techniques that teachers use 52 Table 4.6 Reasons for Teachers‟ Preference to Using the Techniques 54 Table 4.7 The techniques of grammatical correction that students like 55 Table 4.8 Ways of correcting learners‟ mistakes that teachers often employ 56 Table 4.9 Difficulties faced by teachers when using the correction strategies to deal with grammatical mistakes 57 Table 4.11 Suggestions for making the grammatical mistake correction activities really effective 61 LIST OF FIGURES Figure 4.1 Teachers' perception on mistakes 36 Figure 4.2 Students' feelings when making grammatical mistakes 40 Figure 4.3 The students‟ frequency of making grammatical mistake 43 Figure 4.4 Causes of students‟ grammatical mistakes 44 Figure 4.5.a Students‟ perception on the importance of grammatical mistake correction 46 Figure 4.5.b Teachers‟ perception on the importance of grammatical mistake correction 46 Figure 4.6 Teachers‟ frequency of conducting grammatical mistake correction 48 Figure 4.7 When teachers correct the grammatical mistakes 50 Figure 4.8 Type of students‟ grammatical mistakes that teachers often correct 51 Figure 4.9 The teachers‟ frequency of adapting grammatical mistake correction activities 60 ABSTRACT The purpose of this study was to investigate the grammatical mistakes made by students at Quoc Hoc high school Another aim was to know more about grammatical mistake correction strategies used in English lessons at Quoc Hoc high school Moreover, the discovery of the students‟ attitudes towards the strategies teachers use to deal with these grammatical mistakes was examined in the study Finally, the paper gave some suggestions to make the grammatical mistake correction really effective In this thesis, both quantitative and qualitative approaches were applied This study involved English teachers and 120 students at Quoc Hoc high school The researcher carried out the survey using questionnaires, interviews and class observations The results revealed that teachers and students at Quoc Hoc high school has changed their attitudes towards mistakes and mistake correction Furthermore, it is unavoidable for learners to commit the grammatical mistakes in their learning Students maybe make various mistakes It was also found that most teachers were aware of the importance of mistake correction Therefore, most of them paid attention to correction activities A majority of teachers often conducted the so-called grammatical mistake correction in their class However, when doing the activities of grammatical mistake correction, teachers had to face many obstacles The principal conclusion was that grammatical mistake correction seemed to be an easy activity, however, it required much more time and effort In order to make this activity really effective as well as to overcome the difficulties, there should be the combination of school, teachers and students CHAPTER ONE INTRODUCTION Overview This chapter firstly presents the rationale of the study in which the background of the research and the reasons for the research are given by the researcher Moreover, purposes of the research, research questions, research scope, significance of the study, and the organization of the research paper are also presented I.1 Background of the Research According to Thornbury (1999), “Language learners make mistakes This seems to happen regardless of the teacher‟s skill and perseverance It seems to be an inevitable part of learning a language.” For a long time, many teachers in the world in general and those in Vietnam in particular thought that it was a bad thing if a student made a mistake For them, a mistake was the consequence of ineffective teaching and learning or as an evidence of failure In some cases, some teachers also blamed students for their laziness, stupidity They sometimes punished their students for making mistakes This led to create a certain effect on the attitudes of both teachers and students during the teaching and learning process Students were, therefore, often afraid of making mistakes That was the reason why those who made mistakes often felt embarrassed and ashamed Nowadays, the communicative approach is becoming more and more popular The attitudes toward making mistakes in learning have changed Both teachers and students have the new insight into mistakes Most of the teachers and students of English tend to be more open in their perspectives on mistakes They realize that if students make mistakes, this means that these students are trying to formulate sentences and expressing ideas themselves not simply copying the teacher‟s model Learning is a process Therefore, students cannot come up with a perfect product such as an essay, or a paragraph or even a sentence with no mistakes at the first time Therefore, a lesson with no mistakes seems to be not a real lesson at all From Norrish (1983), we can find that mistake is something natural which should be seen positively in the process of language teaching and learning He also stated that teachers, learners, and those who are related directly and indirectly to the teaching and learning process should have a positive point of view on learners‟ mistakes, mistakes making and mistakes correction For the communicative approach teachers, correction is an integral part of the lesson The teacher‟s attitude towards correction is positive and correction techniques are used to encourage students, not to put them down or make them feel stupid Not only Norrish (1983) but also a great many other methodologists, through their books, articles and studies on mistakes and mistakes correction have contributed to the more and more effective process of language teaching and learning Lee (1997) studied ESL learners' performance in error correction in writing: Some implications for teaching The paper describes an investigation into ESL students' performance in error correction in writing and discusses the pedagogical implications that arise from the study An error correction task was designed to examine three common assumptions behind ESL teachers' error correction practices (1) that overt correction is helpful; (2) that students can cope with error feedback in the form of a correction code; and (3) that all errors deserve equal attention The findings show that students' major difficulty in error correction lies in their failure to detect errors rather than the lack of knowledge In addition, the study finds that students have limited understanding of grammatical terms commonly used in a correction code, and 10 always used each way Similarly, no one said that he or she never used each of three ways above Meanwhile, most of them sometimes or rarely employed these ways For teacher correction, 57% teachers sometimes used it, the rest, accounting for 43% used it rarely In concerned with peer correction, 57% teachers voted for sometimes and 43% of them chose rarely as their responses Finally, in terms of self-correction, the percentage of teachers sometimes used it is less than the percentage of those who rarely used this way, 43% for sometimes and 57% for rarely The data from the above table show that most teachers did not have the habit of using each way of correcting mistakes To make it clearer, no teacher always used only teacher correction, peer correction, or even self-correction We can understand that teachers may know to use the three ways alternatively 4.11.5 Difficulties Faced by Teachers When Using the Correction Strategies to Deal with Grammatical Mistakes Table 4.9 Difficulties Faced by Teachers When Using the Correction Strategies To Deal with Grammatical Mistakes Difficulties faced by teachers Teachers % (N=7) Students cannot realize or correct the mistakes 43 Students not like being corrected 29 The class is too crowded 29 57 29 14 The students not know what teacher means 14 Others 0 There is not enough time to carry out mistake correction activities Teacher does not have many sources of materials Teacher has to spend much money preparing tools and materials 57 Data from Table 4.9 give us overall information about difficulties faced by teachers when using the correction strategies to deal with grammatical mistakes Firstly, we can see a high percentage of teachers (57%) clamed that they always had a fear of running out of time For them, there was not enough time to carry out mistake correction activities As far as time was concerned, 43 % teachers stated that when mistakes were pointed, students could not realize the mistakes as well as these students themselves could not correct the mistakes Two out of seven teachers, namely 29%, felt unpleasant when there were too many students in class Meanwhile, 29% teachers regretted of not having many sources of materials Other teachers, accounting for 29%, blamed for the case that their students did not like being corrected their grammatical mistakes Furthermore, one teacher encountered another situation She said that sometimes students did not get the point or even she sometimes misunderstood That is to say, her students sometimes did not know what teacher meant Finally, in terms of economy, one teacher said she had to pay much money preparing tools and materials before the lessons It can be seen that teachers had to face with many obstacles in English teaching career in general and in correction activities in particular This implies that teachers have to try their best to overcome those problems For the fear of time consuming, teachers had better apply the most suitable mistake correction technique to help them save more time Next, when students could not realize the mistake, this means they maybe not master the matter they have learnt or the mistake analyzing process of teachers is not clear and easy enough for them to understand Therefore, teachers should explain more about the lesson or try to make the mistake analyzing process easier and clearer for students For the outnumbered class, teachers should write down the mistakes on the board and have these mistakes corrected in front of the whole class In terms of sources of materials for teaching, nowadays, there are several of sources like magazines, 58 TESOL journals, the Internet, and so on Teachers can search for teaching materials from these sources If teachers feel that their students not like being corrected mistakes It is advisable for teachers to find out the reason that leads to this case so that teachers can solve this problem For example, if they not like the technique or the way of correction teachers used, teachers can change them If it is because of the boring class atmosphere, teachers can find other interesting activities to warm up the class, etc 4.11.6 Teachers' Reaction When Their Correction Strategy Is Not Successful Table 4.10 Teachers' Reaction When Their Correction Strategy Is Not Successful Teachers' reaction when their correction strategy is Teachers not successful (N=7) % Use another strategies 57 Ignore this mistake and continue the lesson 14 Teacher himself/herself finds out and correct student‟s 29 0 mistake to save time Others Reaction of teachers when their correction strategy is not successful is revealed through the table 4.10 We can see that a substantial percentage of teachers (57%) asserted that using other strategies right after the previous strategy they applied was not successful Meanwhile, other teachers, accounting for 29%, for the fear of running out of time, pointed out the mistakes that students made and then, they themselves corrected these mistakes for their students One out of seven teachers said that she ignored the mistake and then continued the lesson When being asked whether she was afraid that the students were unpleased or even disappointed when doing like that or not, she answered, 59 "I just delayed the mistake; I asked my students to find out the mistake at home and then explained to me in the next lesson Of course, my students were pleased, I think" That was an intelligent solution Students may consider this as a homework task and it at home In this case, teachers can save time and students themselves can find out the mistake at home To sum up, there were many problems and situations happened in the learning and teaching process Each teacher had his or her own ways in dealing with each matter In any case, it is essential for teachers to keep calm and flexible in solving these problems 4.11.7 The Teachers’ Frequency of Adapting Grammatical Mistake Correction Activities Sometimes Often 0% 29% Rarely Never 57% 14% Figure 4.9 The Teachers’ Frequency of Adapting Grammatical Mistake Correction Activities The frequency of implementing of adapting grammatical mistake correction activities is revealed through figure 4.9 As the pie chart shows, a significant percentage of teachers (57%) said that they sometimes spent time on 60 adapting grammatical mistake correction activities Two out of seven teachers rarely did the adaptation related to grammatical mistake correction activities None of the total number of teacher said that he or she never did this On the contrary, one teacher, accounting 14%, asserted that they often carried out the socalled adaptation for grammatical mistake correction The data collected has shown that most of the teachers paid attention to correction activities They also wished the correction activities would be more and more effective Therefore, they spent time and effort adapting these activities 4.12 Suggestions for Making the Grammatical Mistake Correction Activities really Effective Table 4.11 Suggestions for Making the Grammatical Mistake Correction Activities really Effective Suggestions for making the grammatical mistake N= % 29 86 100 Design materials and activities for mistake correction 57 Prepare lesson plan carefully before teaching 100 Let students practice more grammatical exercises 100 Other ideas 0 correction activities really effective Provide students with right perspective on mistakes and mistake correction Understand more about learners‟ characteristics Exchange experiences and materials with other colleagues 61 The table 4.11 shows some suggestions for making the grammatical mistake correction activities really effective and successful All of the teachers agreed that to get success, it was evitable to exchange experiences and materials with other colleagues, prepared lesson plans carefully before teaching, and let students practice more grammatical exercises Moreover, according to 86% teachers, one of the important factors was the understanding more about learners‟ characteristics Besides, designing materials and activities for mistake correction was also chosen by a substantial percentage of teachers, about 57% Finally, 29% teachers said that with an eye on receiving the good result of grammatical mistake correction, teachers had better provide students with the right perspective on mistakes and mistake correction The results collected from interviewing teachers and students were nearly the same This revealed that teachers and students had the need of making the grammatical mistake correction effective They considered the grammatical mistake correction as an important part in their teaching and learning process 62 CHAPTER FIVE CONCLUSION AND IMPLICATION 5.1 Overview Chapter 5, the last chapter of the research firstly gives the summary of the main points of the study Essentially, implications for both teachers and students are suggested by researchers In addition, limitations of the study and suggestion for further research are also mentioned 5.2 Conclusion 5.2.1 Teachers’ and Students’ Attitudes towards Mistake and Grammatical Mistake Making Although there is still a very small percentage of teachers and students who have considered mistakes as the signal of failure, in general, both teachers and students nowadays have changed their view on mistakes and mistake correction Most of them see that mistakes are natural in teaching and learning process They no longer consider mistakes as something bad or even the signal of failure Moreover, they also consider mistakes as the positive factor that is very helpful for the students' progress With such ways of thought on mistakes, very few teachers and students think that students who make grammatical mistakes are stupid and these students should be punished They not keep the traditional way of thinking about mistakes They are different in their thinking compared with those in the past 5.2.2 Students’ Feeling When Making Grammatical Mistakes The data from findings has shown that students' feelings when making grammatical mistakes are also different This can be caused by the differences in their perception as well as their teachers' attitudes towards mistakes Very few students feel bored, embarrassed, or even ashamed when making grammatical 63 mistakes On the contrary, a high percentage of them feel that it is normal as they commit grammatical mistakes 5.2.3 Common Grammatical Mistakes Students often Make As presented in the previous chapters, grammar is an inevitable part of learning a language Moreover, mistakes are natural in teaching and learning process It is unavoidable for learners to commit the grammatical mistakes in their learning Students maybe make various mistakes However, in terms of grammatical mistakes, the most common mistake that students often committed was word order Next, students also had difficulty in dealing with tense exercises Besides, they also made other mistakes such as sentence structure, subjects and verbs agreement, word forms (noun, verb, article, preposition …), negative, positive, or interrogative sentence, and active and passive voice 5.2.4 Causes of Students’ Grammatical Mistakes As illustrated in figure 4.7 in chapter four, there were various causes that lead to students' grammatical mistakes Firstly, the most popular one was the mother tongue influence The next is the carelessness Other cause is the lack of knowledge The nervousness and the application one rule for all cases come next Finally, some students had problem in remembering the lesson They forgot what they have learnt This led to the cause of making grammatical mistakes 5.2.5 The Strategies Teachers Use To Deal with Grammatical Mistakes Made by Students Most teachers were aware of the importance of mistake correction Therefore, most of them paid attention to correction activities A majority of teachers often conducted the so-called grammatical mistake correction in their class The change in the ways of thinking on mistakes as well as people who make mistakes of both teachers and students influenced the students' feelings when they had their grammatical mistakes corrected Most students felt normal 64 A large percentage of learners were happy when having their mistakes corrected because they said that thanks to this, they could improve themselves For the teachers, before implementing grammatical mistake correction, it was necessary to consider the issues of when, what, who and how to correct The findings of this study stated that for the teachers, the time for correcting mistakes was based on the kinds of mistakes students made, the stages as well the purposes of the lesson that teachers are in charge of Due to the limited time for each English period at high school, most teachers chose global mistakes to correct meanwhile the substantial students wanted the teacher to correct every their grammatical mistake In terms of who to correct, there were three ways of correcting mistakes They were teacher correction, peer correction, and self-correction Depending on the time and the mistake their learners made, teachers alternatively chose the three above ways to conduct There were different techniques for mistake correction such as finger correction, question mark, alternatives, “S” Card, BB prompt, students to student correction, indirect correction, and ignoring all mistakes Most teachers chose the technique of alternatives The next was the indirection correction Remarkably, there was no teacher ignored all mistakes her students made Each teacher had their own reasons for choosing the technique to correction activities The popular factors that affected their choices were the effect of the techniques and the easiness to apply as well as time saving For the students‟ preference on techniques used by the teachers, a high percentage of students liked technique of alternatives The next were indirect correction, and "S" card It was essential for teachers to know more about that to have the success when conducting correction activities When doing the activities of grammatical mistake correction, teachers had to face many obstacles They were the following situations: 65 Students could not realize the mistakes as well as cannot correct the mistakes Students did not like being corrected The class was too crowded There was not enough time to carry out mistake correction activities Teachers did not have many sources of materials Teachers had to spend much money preparing tools and materials, and Students did not know what teacher meant In the above list, the most important impact was the fear of running out of time Teachers often thought there was just a little time for each period at high school The second situation is that their students could not realize the mistakes as well as theses students themselves could not correct the mistakes When the strategy was not successful, most of the teachers continued to apply other strategies to help students realize and correct their mistakes For getting good results in grammatical mistake correction, some teachers have tried their best to adapt these activities Moreover, many teachers have given many useful suggestions to limit difficulties happened in order to make the grammatical mistake correction really effective 5.3 Implications The study has a practical value for foreign language education in general and for English teaching in particular 5.3.1 For Teachers Firstly, it is necessary to have the right perspective on mistakes, mistake making, and mistake correction Moreover, teachers should be aware of students' 66 attitudes towards mistakes and their reaction when having their mistake corrected By doing like that, teachers can have appropriate teaching method Secondly, in order to avoid students‟ negative attitudes towards mistakes, the teachers should help learners realize that mistake is not something bad and it is not ashamed of making mistakes Thirdly, knowing about the common grammatical mistakes made by students and causes for making those mistakes is very important Thanks to this, teacher may have appropriate strategies to make grammatical mistake correction really effective Each teacher has their own strategies to deal with grammatical mistakes made by students These strategies may be successful However, it is essential for teachers to pay attention to students' wishes and expectations Listening to students is very useful This can give a hand to make the correction activities more effectively because the mistake correction requires much cooperation between teacher and learners Moreover, correcting mistakes is really sensitive when teachers laugh at students or even get angry with them It is a sensitive work Consequently, if the correction is not conducted carefully, methodologically and appropriately, it can cause a negative impact on learning process The correction activity takes time and effort of participants Students may be easy to get bored In order to draw students' attention, teachers should be more creative in making the mistake correction activities more interesting and impressive Teachers can use games or competition among students, etc To overcome the difficulties, teachers should exchange experiences with other teachers or even take part in seminar and workshop on mistake 67 correction The information collected from the different sources on the Internet, TESOL journal, and magazines is really useful for teaching career in general and in English teaching in particular Thus, it is necessary for teachers to search and read them 5.3.2 For Students Knowing more about mistakes is necessary Students should be aware of the nature of mistakes and mistake correction Making mistakes is not something bad Learners should not feel ashamed when having mistakes corrected because they can learn a lot from mistakes In order to reduce mistakes, students should be careful in speaking, writing, and doing exercises More importantly, students should learn the grammar points carefully Then, to master the knowledge, students should practice regularly the grammar exercises It is essential to speak out in class Students should not keep silence all time in class Because by speaking, others can help that student correct the mistakes when they make If the student keeps silence all time, he or she may keep the mistake for his own Consequently, that mistake is never corrected at all and that student will keep making that mistake all his life When having something difficult to understand, students should ask teachers or other intelligent students for more explanation By doing this, it is sure that students can easily get progress Finally yet importantly, students should express to their teachers about their wishes and expectations of how the strategies should be carried out so that teachers conducted these strategies more effective 68 5.4 Contribution of the Study Although the study was conducted in a small scale and in a limited time, we hope that the paper will have some practical contributions to the teaching and learning process in general and correction process in particular The study has shown the reality of how grammatical mistakes are conducted at Quoc Hoc High School as well as teachers' and students' attitudes toward these strategies Moreover, we hope that this research paper contributes to make the 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