Việc dạy các hoạt động ngữ pháp tiếng anh theo sách tiếng anh 10 mới ở một số trường thpt tỉnh thừa thiên huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THUY DUONG THE PRACTICE OF TEACHING GRAMMAR ACTIVITIES IN THE TEXTBOOK TIENG ANH 10 NEW VERSION AT SOME HIGH SCHOOLS IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC PROF DR TRUONG VIEN In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THÙY DƯƠNG VIỆC DẠY CÁC HOẠT ĐỘNG NGỮ PHÁP TIẾNG ANH THEO SÁCH TIẾNG ANH 10 MỚI Ở MỘT SỐ TRƯỜNG THPT TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SỸ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS TS TRƯƠNG VIÊN HUẾ, 2017 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 1/ 11/ 2017 Signature Le Thuy Duong iii ABSTRACT Teaching grammar in the light of the Communicative Approach has been an interesting issue of concern by EFL teachers, especially when teaching grammar communicatively with a wholly new textbook This study aimed to find out the teachers’ perceptions about teaching English grammar and investigate the current situation of teaching grammar communicatively using the new textbook at the schools in Thua Thien Hue province In terms of methodology, the researcher conducted a survey with 40 teachers at some high schools in Thua Thien Hue province using a 36-item Likert scale questionnaire and made class observations as well as the in-depth interviews to clarify some data from the questionnaires Regarding main findings, most of the participants in the study agreed that setting a scene at the presentation stage and free practice at the production stage were very important to grammar learning especially in situations or contexts that simulate real situations Grammar should be best taught either inductively or deductively depending on the grammar points but they tended to favor the inductive approach Another finding was that activities belonging to the Production stage were often ignored Implications concerning effective implementation of teaching grammar communicatively are put forward, together with concrete suggestions iv ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Truong Vien for all his enthusiastic and professional support He is the very person initiating me to come up with this research topic His excellent insights and wholehearted direction as well as his patience play an important role for the fulfillment of my study My sincere thanks are also given to all informants who helped completing my questionnaires My next sincere thank goes to the teachers and students allowing me to observe their teaching and studying in class Moreover, I would like to express my deep appreciation to teachers who enthusiastically participated in my interviews and allowed me to record their talks Finally, my warmest thanks go to my family members, friends and colleagues for their love and support during these times and always v TABLE OF CONTENTS SUB COVER PAGE (English)…………………………………………………………………… i SUB COVER PAGE (Vietnamese)…………………………………………………………… ii STATEMENT OF AUTHORSHIP… ……………………………………………………………… iii ABSTRACT …………………………………………………………………………………………… iv ACKOWLEDGEMENTS………………………………………………………………… …… v TABLE OF CONTENTS………………………………………………………………………… vi LIST OF ABBREVIATIONS………………………………………………………………… x LIST OF TABLES ……………………………………………………………………………………xi CHAPTER I INTRODUCTION .1 1.1 Background of the study 1.2 Rationale 1.3 Aims and objectives of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study CHAPTER II LITERATURE REVIEW .5 2.1 Theoretical background 2.1.1 Grammar .5 2.1.1.1 Definition 2.1.1.2 The role of grammar in communication 2.1.1.3 The role of grammar in language teaching .6 2.1.2 Communicative Language Teaching (CLT) 2.1.2.1 Definitions 2.1.2.2 Advantages and disadvantages of CLT .8 2.1.2.3 Approaches of teaching grammar in CLT 2.1.2.4 Techniques in teaching grammar 13 2.1.2.5 Task-Based Teaching 14 2.1.3 The role of teacher in a CLT class 16 2.1.4 Teacher’s adaptation to the Textbook 17 vi 2.1.4.1 What is textbook adaptation? 17 2.1.4.2 What are the advantages and disadvantages of Textbook? 18 2.1.4.3 Four basic methods of adapting a Unit Level 18 2.2 Previous studies 19 2.3 TiengAnh 10 new version 25 2.3.1 Overall viewpoints of the textbook 25 2.3.2 Teaching grammar using Tieng Anh 10 new version 26 CHAPTER III METHODOLOGY 27 3.1 Research Design 27 3.2 Participants 27 3.3 Research Instruments 28 3.3.1 Questionnaire 29 3.3.2 Observation 31 3.3.3 Interview .31 3.4 Procedure for data analysis 32 CHAPTER IV FINDINGS AND DISCUSSION 34 4.1 Reliabilityof the questionnaire – Cronbach’s Alpha 34 4.2 Findings 35 4.2.1 Question 1: What are the teachers’ perceptions of teaching grammar in some high schools in TTH province? 35 4.2.1.1 Mean score of the cluster .35 4.2.1.2 Significance .36 4.2.1.3 Mean scores of the items of cluster 36 4.2.1.4 Mean score of cluster 37 4.2.1.5 Mean scores of the items of cluster 38 4.2.2 Question 2: What is the reality of teaching grammar activities using Tieng Anh 10 new version textbook in some high schools in TTH province? 40 4.2.2.1 Mean score of cluster 41 4.2.2.2 Mean scores of the items of cluster 41 vii 4.2.2.3 Mean score of cluster 42 4.2.2.4 Mean scores of the items of cluster 43 4.2.3 Question 3: What are the advantages and disadvantages that teachers have when teaching Grammar activities using Tieng Anh 10 new version textbook in some high schools in TTH province? .44 4.2.3.1 Mean score of cluster 44 4.2.3.2 Mean scores of the items of cluster 45 4.2.4 Results from the classroom observation data 46 4.2.5 Results from the in-depth interviews 48 4.3 Discussion 51 CHAPTER V CONCLUSION 54 5.1 Summary of the findings 54 5.2 Implications of the study 55 5.3 Limitations of the study 57 5.4 Suggestions for further study 58 REFERENCES 59 APPENDIX A 64 APPENDIX B 68 APPENDIX C 69 APPENDIX D 70 APPENDIX E 77 viii LIST OF ABBREVIATIONS CA : Cronbach’s Alpha CEFR : Common European Framework of Reference CLT : Communicative Language Teaching EFL : English as a Foreign Language ESL : English as a Second Language MOET : Ministry of Education and Training P.P.P : Presentation - Practice - Production TBI : Task-based instruction TBLT : Task-based Language Teaching TTH : Thua Thien Hue T.T.T : Test - Teach – Test x LIST OF TABLES Table 3.1: The profile information of the participants .28 Table 3.2 Research methods with instruments 28 Table 3.3: Summary of the items of each cluster in the questionnaire 30 Table 4.1: CA coefficient of the questionnaires 34 Table 4.2: Mean of the cluster 35 Table 4.3: Sample T Test of cluster 36 Table 4.4: The necessity of grammar in the EFL classroom 36 Table 4.5: Mean of the cluster 37 Table 4.6: The best way to teach grammar 38 Table 4.7: Mean of cluster 41 Table 4.8: The teacher’s preparation 41 Table 4.9: Mean of cluster 42 Table 4.10: The reality of teaching grammar 43 Table 4.11: Mean of cluster 44 Table 4.12: The advantages and disadvantages of using the new textbook 45 xi Richards, J C (2006) Communicative Language Teaching Today, 1st ed Cambridge: Cambridge University Press Rivers, W (1987) Interactive Language Teaching Cambridge: Cambridge University Press Savignon, S.J and Wang, C (2013) Communicative language teaching in EFL contexts: Learner attitudes and perceptions EBSCO Schumacher, S and Macmillan, J.H 1993 Research in Education: A conceptual introduction New York: Harper Collins College Shukri, N &Alghanmi, B (2016) The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context Journal, Vol 9, No Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/59869 Skehan, P (2003) Task-based instruction Language Teaching 36, 1, 1-12 Swan, M (2011) Grammar: Oxford introductions to Language study, 2nd ed Oxford: Oxford University Press Thornbury, S (1999) How to Teach Grammar Pearson Tran, H.T, (2009) Teachers’ Perceptions about Grammar Teaching Retrieved on August 25th, 2016 from http://files.eric.ed.gov/fulltext/ED507399.pdf Ur, P (2012) A course in English Language Teaching, 2nd ed Cambridge: Cambridge University Press Willis, J (1996) A Framework for task-based learning London: Longman 63 APPENDIX A QUESTIONNAIRE ON THE PRACTICE OF TEACHING GRAMMAR ACTIVITIES USING TEXTBOOK 10 NEW VERSION (Partially adapted from Tran, 2009) Dear participants, thank you for agreeing to complete this survey You will not be asked to provide your name so your identity will be completely anonymous to the researcher Please provide some of your biographical information ☺Gender : M… F… ☺Length of EFL teaching experience:……years ☺ Degree held: BA MA PhD Directions: Please read the questionnaire items carefully and circle the answer you agree 1= strongly disagree 2= disagree 3= Neutral 4= agree 5= strongly agree The necessity of grammar in the EFL classroom The formal study of grammar is essential to the eventual mastery of a second language when language learning is limited to the classroom Generally speaking, students’ communicative ability improves most quickly if they study and practice the grammar of the target language 5 It is more important to practice a grammar in situations or contexts simulating real life (i.e., role plays, interview, etc.) than to analyze and practice grammatical patterns The study of grammar helps in learning a foreign language 5 Grammar, which belongs to linguistic competence-one of the four components of communicative competence, is what language teachers need to teach 64 Teaching English communicatively means to help students develop linguistic competence The best way to teach grammar Grammar is best taught inductively (students examining many examples to find out grammar patterns) Grammar is best taught deductively (telling the rules to the students first) Grammar should best be taught either explicitly or implicitly depending on the difficulty of the grammar points 10 Grammar is best taught either inductively or deductively depending on the grammar points 11 It is necessary to use students’ first language to explain difficult grammar points 12 Teachers use first language or target language flexibly depends on students’ level 5 5 5 13 Teaching grammar should follow stages: Presentation (setting a situation and explanation of the grammar rules); Practice (Students exercises for accuracy) and Production (Students use the grammar points through situations or context ) 14 Teacher should contextualize the grammar activities in all stages Presentation, Practice and Production, which means using a context or situation in which the grammar point is used 15 Practice is of crucial importance for the students to master grammar points 16 Production stage activities that encourage students to practice fluency using the grammar point they have just learned are of great importance in teaching grammar communicatively 65 5 17 There should be a balance between teaching grammar rules and applying the rules through situations or contexts 18 The teacher should introduce authentic materials and activities in teaching grammar (showing videos, reading text, pictures, etc.) 5 Teacher preparation in grammar teaching 19 The previous training I received greatly improved my confidence and skills in teaching grammar 20 As a teacher of English as a foreign language, I have been well prepared to teach grammar 5 21 I enjoy teaching grammar 22 I need more methodology to teach grammar communicatively 23 I need to be flexible in teaching grammar, especially in Production stage The reality of teaching grammar 24 English teaching at my school is grammar-focused 25 Teachers use English to explain grammar rules 26 English teaching at my school is communication-based 27 Activities are designed to have students interact in English with peers 28 Teachers create situations for students to use English 29 Schools facilities help implement teaching communication effectively 30 The size of class prevents teachers from implementing teaching grammar communicatively 5 5 The advantages and disadvantages of the new textbook 31 Teaching grammar communicatively suits the purpose of the 66 textbook 32 Images and pictures in the textbook stimulate the students’ spirit of learning English 33 “Do you know…?” notes are very useful in developing learner autonomy 34 There are not many production activities in the current textbooks and this prevents teachers from teaching grammar communicatively 35 The duration of each grammar period is not sufficient for teaching grammar communicatively at the Production stage 36 Grammar parts are not designed systematically between the units 5 5 If you have any special way to effectively teach English grammar communicatively, please specify: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Thank you for your cooperation! 67 APPENDIX B CLASS OBSERVATION SHEET Teacher’s name: …………… Class: ……… Unit: ……… Observer’s name: … ……… Date of observation: ………………… What to observe Procedure / Activities Approach of teaching grammar Techniques of teaching grammar Stages of teaching grammar  Presentation  Practice  Production English used in class Punctuality 68 Comment APPENDIX C INTERVIEW QUESTIONS Question 1: Do you think that it is necessary to use students’ first language to explain difficult grammar points? Question 2: Do you find teaching grammar communicatively easy or difficult? Are your grammar lessons efficient? If possible, what can you to improve your grammar lessons? Question 3: Is English teaching at your school grammar-focused? Do your students mainly practice grammar points? Question 4: What you think about the design of the new textbook especially the Language lesson? 69 APPENDIX D RAW SPSS STATISTICS Cronbach’s Alpha coefficient of all items Scale Mean if Scale Variance if Corrected ItemCronbach's Item Deleted Item Deleted Total Correlation Alpha if Item Deleted The formal study of grammar is essential to the eventual mastery of a second language when language learning is limited to the classroom 134.35 185.105 207 926 Generally speaking, students’ communicative ability improves most quickly if they study and practice the grammar of the target language 134.45 184.356 241 925 It is more important to practice a grammar in situations or contexts simulating real life (i.e., role plays, interview, etc.) than to analyze and practice grammatical patterns 133.73 182.666 326 925 The study of grammar helps in learning a foreign language 133.67 184.430 234 925 Grammar, which belongs to linguistic competence-one of the four components of communicative competence, is what language teachers need to teach 133.80 185.395 145 927 70 Teaching English communicatively means to help students develop linguistic competence 134.33 185.815 148 926 Grammar is best taught inductively (students examining many examples to find out grammar patterns) 134.55 173.638 590 922 Grammar is best taught deductively (telling the rules to the students first) 134.77 175.512 488 923 Grammar is best taught either explicitly or implicitly depending on the difficulty of the grammar points 134.10 178.964 517 923 Grammar is best taught either inductively or deductively depending on the grammar points 134.15 180.541 498 923 It is necessary to use students’ first language to explain difficult grammar points 134.50 175.795 517 923 Teachers use first language or target language flexibly depends on students’ level 134.15 176.644 585 922 Teaching grammar should follow stages: Presentation (setting a situation and explanation of the grammar rules); Practice (Students exercises for accuracy) and Production (Students use the grammar points through situations or context) 134.10 174.503 633 921 71 Teacher should contextualize the grammar activities in all stages Presentation, Practice and Production, which means using a context or situation in which the grammar point is used 133.98 182.230 512 923 Practice is of crucial importance for the students to master grammar points 134.13 176.984 656 921 Production stage activities that encourage students to practice fluency using the grammar point they have just learned are of great importance in teaching grammar communicatively 133.85 177.310 614 922 There should be a balance between teaching grammar rules and applying the rules through situations or contexts 134.00 183.077 468 924 The teacher should introduce authentic materials and activities in teaching grammar (showing videos, reading text, pictures, etc.) 134.17 173.481 647 921 The previous training I received greatly improved my confidence and skills in teaching grammar 134.48 184.358 292 925 As a teacher of English as a foreign language, I have been well prepared to teach grammar 134.23 177.512 641 922 I need more methodology to teach grammar communicatively 134.20 172.831 695 920 72 I enjoy teaching grammar 134.92 174.481 662 921 I need to be flexible in teaching grammar, especially in Production stage 133.75 179.064 552 922 English teaching at my school is grammar-focused (mainly practising grammar points) 134.80 174.113 487 924 I tend to use English to explain grammar rules 134.55 171.792 610 921 English teaching at my school is communicationbased 134.48 170.871 671 921 Activities are designed to have students interact in English with peers 134.23 181.358 479 923 Schools facilities help implement teaching communication effectively 134.42 178.661 475 923 The duration of each grammar period is not 133.92 sufficient for teaching grammar communicatively 134.17 at the Production stage 178.994 434 924 181.584 337 925 Teaching grammar communicatively suits the purpose of the textbook Images and pictures in the textbook stimulate the students’ spirit of learning English 134.65 177.515 500 923 “Do you know…?” notes are very useful in developing learner autonomy 134.27 180.153 457 923 73 There are not many production activities in the current textbooks and this prevents teachers from teaching grammar communicatively 134.42 174.302 615 921 Grammar parts are not edited systematically between the units 134.38 176.958 498 923 2.T-Test [DataSet1] D:\spss20.0\xu ly so lieu\output_Duong.sav 2.1 Cluster One-Sample Statistics N Mean Mean of cluster 40 Std Deviation 4.0208 Std Error Mean 43883 06939 One-Sample Test df t Mean of cluster Sig (2-tailed) 39 14.712 Test Value = Mean Difference 000 95% Confidence Interval of the Difference Lower Upper 1.02083 8805 1.1612 2.2 Cluster One-Sample Statistics N Mean of cluster Mean 40 Std Deviation 3.8708 Std Error Mean 59286 09374 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of cluster 9.290 39 000 74 87083 6812 Upper 1.0604 2.3 Cluster One-Sample Statistics N Mean of cluster Mean 40 Std Deviation 3.7600 Std Error Mean 59260 09370 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of cluster 8.111 39 000 76000 Upper 5705 9495 2.4 Cluster One-Sample Statistics N Mean of cluster Mean 40 Std Deviation 3.7781 Std Error Mean 61920 09790 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of cluster 7.948 39 000 77813 2.5 Cluster One-Sample Statistics N Mean of cluster Mean 40 Std Deviation 3.6950 65631 75 Std Error Mean 10377 5801 Upper 9762 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of cluster 6.697 39 000 76 69500 4851 Upper 9049 APPENDIX E Conceptual Framework for CLT application in grammar teaching (Pham and Nguyen, 2014) 77