(LUẬN VĂN THẠC SĨ) Students'''' attitudes towards English grammar learning The case of Do Son Continuing Education Centre, Hai Phong City

VIETNAM NATIONAL UNIVERSITY – HANOI COLLEGE OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES KHUC HAI YEN STUDENTS’ ATTITUDES TOWARDS ENGLISH GRAMMAR LEARNING: THE CASE OF DO SON CONTINUING EDUCATION CENTRE, HAI PHONG CITY NGHIÊN CỨU THÁI ĐỘ HỌC MÔN NGỮ PHÁP TIẾNG ANH CỦA HỌC SINH TRUNG TÂM GIÁO DỤC THƯỜNG XUYÊN QUẬN ĐỒ SƠN, THÀNH PHỐ HẢI PHÒNG Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Khoa Anh Viet, M.A Hanoi, September, 2010 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv TABLE OF FIGURES vi PART A: INTRODUCTION 1 Rationale Aims of study Research questions Scope of study The setting and background Organization of the study PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Attitudes 1.1.1 Definition of attitude 1.1.2 The role of attitudes in language learning 1.2 Grammar 1.2.1 Definition of grammar 1.2.2 The role of grammar in language learning 12 CHAPTERTWO: RESEARCH METHODOLOGY 16 2.1 Methodology 16 2.2 Research questions 16 2.3 Participants 16 2.4 Data collection instruments 16 CHAPTER THREE: DATA ANALYSIS AND DISCUSSION…………………………20 3.1 Data analysis and discussion 19 3.1.1 Data analysis of students‟ questionnaires 19 3.1.2 Data analysis of students‟ interviews 32 TIEU LUAN MOI download : skknchat@gmail.com v 3.2 Discussion 34 3.3 Conclusion 35 PART C: RECOMMENDATION AND CONCLUSION 36 Summary of the findings 36 Suggestions 37 2.1 For students 37 2.2 For teachers 37 Limitations of the study and suggestions for further studies 39 3.1 Limitations of the study 39 3.2 Suggestions for further studies 39 Conclusion 40 REFERENCES 42 APPENDIX I APPENDIX VI PHIẾU ĐIỀU TRA NGHIÊN CỨU VI APPENDIX XI INTERVIEW TRANSCRIPTS XI TIEU LUAN MOI download : skknchat@gmail.com vi LIST OF FIGURES Figure Students‟ interest in learning English 19 Figure Good grammar for purpose of being proficient in English 21 Figure Necessary of English grammar in language learning 22 Figure The reasons why English grammar is important in language learning 23 Figure The frequency of expressing idea in correct grammar structure in communication 24 Figure Students‟ favourite lesson of English in the class 25 Figure Students‟ feeling about lessons of English grammar in the class 26 Figure Students‟ attention to English grammar learning lesson 27 Figure Students‟ level of understanding of teacher‟s grammatical explanation 27 Figure 10 Students‟ opinion about the difficulty of English grammar 28 Figure 11 Teaching techniques to explain new English grammar structures 29 Figure 12 Students‟ opinion about teaching techniques to explain new English grammar structures 30 Figure 13 Students‟ opinion about factors may influence their attitudes towards grammar learning 31 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City CHAPTER ONE: INTRODUCTION 1.1 Rationale It is said that nowadays foreign languages and informatics are wings to fly in to the new century Learning foreign language not only focus on four skills of language – reading, writing, speaking, and listening but grammar as language rules are also concentrated During the time I studied in secondary school and studied teaching of English in university, English as school subject that I have had to across different theories about grammar Some of the theoreticians suggest that grammar teaching and learning can be put aside in favour of lexical approach (Lewis 1993: 148), others, however, point out that grammar needs to be taught and concentrate on various ways of approaching grammar teaching I remember that an Australian Philosopher, Ludwig Wittgenstein 1889-1952 stated “Like everything metaphysical the harmony between thought and reality is to be found in grammar of language” The nature of grammar determines that grammar teaching is necessary Without a firm knowledge of grammar in the target language, learners cannot produce meaningful sentences They risk being misunderstood and making crucial mistakes in communication both oral and written This is especially true when the mother tongue and the target language are significantly different in grammar and structures Since it is, in effect, the glue that holds the language together With the use of incorrect grammar structures, sentences can become meaningless and their message is unclear This means that you are not able to communicate effectively and the person who is reading your work may well be quite confused as to your meaning In effect, grammar is the way in which sentences are structured and the language is formatted, so whilst it may be considered a bit boring to study correct grammar, it really is worth the time and effort If you not know the rules of grammar, then you will never be able to communicate clearly and effectively in a language Many researches show that with students, grammar has always been playing a role: it is very important in that not only does it help improve learners writing, but also it helps learners better in reading comprehension and listening alike Students, with good grammar mastery, not only produce sentences grammatically but also (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City acquire the ability to apply grammatical knowledge in certain contexts to express their thoughts and feelings as well as to receive feedback Grammar is very important in language learning and teaching In Vietnam, foreign languages teaching in general and English teaching in particular is said grammar-focused, and for many teachers of English, teaching English means teaching grammar Or grammar is central to the teaching and learning of language However, the fact that makes me and many others surprised is the ability of speaking English of children to foreigners around these famous resorts where attract a lot of foreign tourist as Hoan Kiem Lake in Hanoi capital, Do Son beach, Sam Son beach, etc They speak English very fast but without any grammar rules They call foreigners for buying things, speak to them, take them to somewhere, etc to get money They speak in slang, word-by-word, incomplete sentences, even use body language And, surprisingly, foreigners understand almost what they mean Students in Do Son Continuing Education Centre are the same They live near Do Son beach, they have to earn money out of school time to help their family everyday, and they have many chances to communicate with foreigners This fact lets me think that if they study English grammar in the school well, they will surely speak English both smoothly and sensitively with full sentences If so, they might not be only sellers around these tourist areas, they will get more success in their job and in their future That is the reason why I decide to investigate students‟ attitudes towards English grammar learning, the case of Do Son Continuing Education Centre, Hai Phong City 1.2 Aims of study With the above-presented rationale, the study aims at:  Investigating into students‟ attitudes towards English grammar learning in Do Son Continuing Education Centre  Finding out some suggestions that good for both teachers and students in English grammar teaching and learning, particularly in Do Son Continuing Education Centre (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City 1.3 Research questions What are attitudes of students in Do Son Continuing Education Centre towards English grammar learning? Why they have those attitudes towards English grammar learning? 1.4 Scope of study As it has been stated above, the study is designed to explore students‟ attitudes towards English grammar learning Due to the time limit, it is restricted to the students in Do Son Continuing Education Centre 1.5 The setting and background Do Son Continuing Education Centre is located in Do Son district of Hai Phong City, a major sea port of Vietnam It is near Do Son beach, a famous resort of Hai Phong City and Vietnam Do Son Continuing Education Centre is not a big one, far from the city centre, so, there are three grades with only three classes: 10A, 11B, 12C It has lowincome- quality Students failed the examination into upper secondary schools, then, they came here to study English now is taught as an option subject in every Continuing Education Centers because they not have to pass this subject in the national examination administered by the end of grade 12th to be qualified for the secondary school diploma as students in secondary schools Both textbook and the syllabus for English are prescribed by the Ministry of Education and Training, and students have three forty-fiveminute lesson of English a week However, most students in Do Son Continuing Education Centre come from poor-labour families, many of them have to both go to school and go to work at the beach to help their families Every year, Do Son beach attracts a lot of foreign tourists, so students here want to learn English to communicate with them to earn money 1.6 Organization of the study The thesis contains four chapters:  Chapter one: Introduction  Chapter two: Literature review (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City  Chapter three: The study  Chapter four: Recommendation and conclusion Chapter one provides all information about the rationale, the aims, the research questions, the scope of study, the setting and background, and the organization of the minor thesis Chapter two is aimed at exploring the theoretical background for the thesis It will focus on two main points: attitudes and grammar Chapter three presents the methodology with the research questions, the participants, the data collection instruments, the detailed description of data analysis and discussion on the findings of the study The last chapter, chapter four, presents a summary of the findings and draws out some pedagogical suggestions that good for both teachers and students in teaching and learning English grammar The limitations of the study and some recommendations for the further researches are also discussed in this chapter (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City CHAPTER TWO: LITERATURE REVIEW This focuses on some theoretical grounds of attitude and grammar teaching and learning It is concerned with major issues regarding attitudes, the roles of attitudes in language learning and grammar, the role of grammar in language learning 2.1 Attitudes 2.1.1 Definition of attitude According to Hallorah (1967), attitude represents an individual‟s like or dislike for an item Attitudes are positive, negative or neutral views of an “attitude object” i.e a teaching style, person, situation or event People can also be “ambivalent” towards a target, meaning that they simultaneously possess a positive and a negative bias towards the attitude in question In Gibb‟s opinion (1988) attitude is generally defined as a state of mind, which is influenced by feelings, experiences of the world and belief Fazio (1986) states that attitude comprises of three components: “an affective component involving feelings about and evaluation of the object, a cognitive component involving belief about the object and a behavioral intentions component” The above definition show people‟s attitude towards certain referent object, a behavioral intentions component and a cognitive component involving belief about the object In language learning, we can see students‟ attitudes in their feelings and belief about the way of acting towards the lessons, learning style, teachers and the course books Briefly, attitudes have three main components: affective, behavioral and cognitive The affective components are easily assessed by monitoring physiological signs such as heart rate whereas the behavioral aspects of attitude are generally measured by interviews, survey and other reporting methods This study concentrates on affective and cognitive components It relates to students‟ feeling and belief about communicative teaching as well as evaluation of grammar learning (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City 2.1.2 The role of attitudes in language learning Attitudes and learning go hand in hand Garder and Lamber (1972) all agree that “success in mastering a foreign language would depend not only on intellectual capacity and language aptitude, but on one‟s attitudes towards representatives of that language as well” In fact, attitudes play an important role student „learning If they maintain a positive attitude, they will carry out their learning to the best of their ability and vice versa Students‟ attitudes have an effect on their classroom behavior, learning style and learning results Lightbrown and Spada (1999) state that attitude is fundamental to the success or failure that we experience in learning Depending on the learners‟ attitudes, learning language can be a source of enrichment or a source of resentment Agreeing with the role of attitudes, Brown (1994) say that language learners‟ benefit from positive attitudes while negative attitudes may lead to unsuccessful attainment of proficiency Moreover, Garder (1985:41) emphasized that favorable attitudes would be expected to result in better performance than negative attitudes If the students hold positive attitudes to learning, Marzano et all (1994) mentioned the importance of positive attitudes in learning that “without positive attitudes and perceptions or holding negative attitudes towards the learning, students have little chance of learning proficiently, if at all” In brief , it is clear that attitudes play an important role in learning so students will see themselves achieving greater and greater result in language learning in general and in grammar learning in particular whereas negative attitudes will hinder their learning 2.2 Grammar 2.2.1 Definition of grammar Different linguistic schools define grammar in different ways depending on their particular field of interest:  A traditional grammarian might see grammar as the “part of speech” together with a set of rules governing how they can be combined, often accompanied by pointers as to what is considered “correct” and “incorrect” usage (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City 42 Krashen, SD., & Tarrel, TD (1983) The natural approach London: Prentice Hall Intl Larsen-Freeman, D., & Long, M (1991) An introduction to second language acquisition Leech, G., & Svartvick, J (1975) A communicative grammar of English London: Long man Lewis, M (1986) The English verb: An exploration of structure and meaning UK Language teaching publication Lighbown, P M & Spada, N (1999) How languages are learned (Revised Ed) Oxford: Oxford University Press Mr Donough, J., & Mr Donough, S (1997) Research method for ELT London: Arnold Nunnan, D (1992) Rearch methods in language learning Cambridge: Cambridge University Press Pienemann, M (1984) Pshychological constrains on the teachability of language Studies in second language acquisition Richard, J C (1985) The context of language teaching Cambridge: Cambridge University Press Richard, J C., Platt, H (1992) Longman dictionary of language teaching and applied linguistics (2nd ed) England: Longman Shrum, J L., & Glisan, E W (1994) Teacher’s handbook: Contextualized language instruction Boston: Heinle &Heinle Smith, S (2001) Developing grammar at upper intermediate level http://www.developingteachers.com (accessed November 2003) Swain, M (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development In S.Gass & C.Madden (Eds.) Input in second language acquisition Rowly, MA: Newbury House Thronbury, S (1999) How to teach grammar England: Longman Widdowson, H G (1990) Aspects of language teaching Oxford: Oxford University Press (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City I APPENDIX The purpose of this research is to investigate students‟ attitudes towards English grammar learning Your answers are very important for this research All survey information will be used for researching, not for any others purpose They also will be confidential You not have to provide your name on this survey Your response is greatly appreciated Please tick the option that best describes your opinion Are you interested in learning English? Why? a very interested b interested c not interested d neither like nor dislike Your reasons: In your opinion, you have to learn well grammar for purpose of being proficient in English? Why? a Yes b No Your reasons: Do you think English grammar is necessary for your language learning? Why? a Yes b No (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City II Your reasons: Why do/don’t you think English grammar is necessary for your language learning? Reasons a b c d Agree Disagree English grammar is essential in developing various language skills to reach the aim of communication English grammar assists the learners in memorizing and using the language appropriately in communication English grammar help combine words into sentences correctly English grammar helps develop the learner‟s self-confidence in using language e Others please specify: How often you manage to express your idea in correct grammar structure in your communication? Why? a always b usually c sometimes d rarely e never Your reasons: (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City III Which lesson you like best in your class? Why? a Reading b Writing c Listening d Speaking e Grammar Your reasons: Please tick the option which most impresses your feeling about the grammar lesson in your class? a boring b interesting c stressful d relaxing e enjoyable f Others please specify: Do you pay much attention to English grammar lessons? Do you understand when your teacher explains the grammatical rules? a Good understanding b Vague understanding c No understanding at all Is learning English grammar difficult for you? Why? a difficult b very difficult c easy d very easy Your reasons: (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City IV 10 How your teachers present a new English grammar structure how often they use these techniques? Teaching methods Often Sometimes Rarely Never Explain the rules of new English a grammar structure in English all the time Explain the rules of new English b grammar structure in Vietnamese all the time Combine English and Vietnamese to c explain the rules of new English grammar structure d Give situations and examples of new structure Explain the rules of new English e grammar structure, and then ask students to exercises in the textbook Give examples of new structure, don‟t f explain the rules, ask students to discuss in English, and then students may get the rules by themselves g Combine games which may apply new English structure (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City V 11 In your opinion, which method above is the most effective and attracts students? Put them in decreasing order Number a b c d e f g Explain the rules of new English grammar structure in English all the time Explain the rules of new English grammar structure in Vietnamese all the time Combine English and Vietnamese to explain the rules of new English grammar structure Give situations and examples of new structure Explain the rules of new English grammar structure, and then ask students to exercises in the textbook Give examples of new structure, don‟t explain the rules, ask students to discuss in English, and then students may get the rules by themselves Combine games which may apply new English structure 12 What factors you think may influence your attitudes towards grammar learning? a Teaching method b The difficulty of English grammar c The suitability of syllabus d Others please specify: Thank you for your co-operation! (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City VI APPENDIX PHIẾU ĐIỀU TRA NGHIÊN CỨU Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu thái độ học sinh việc học ngữ pháp tiếng Anh Các câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu Các thơng tin liệu điều tra sử dụng cho việc nghiên cứu, khơng dùng cho mục đích khác Tồn thơng tin bảo mật, em khơng cần phải nêu tên bảng khảo sát Câu trả lời em đánh giá cao Xin em vui lịng tích (√) vào lựa chọn miêu tả tốt ý kiến em Em có thích học Tiếng Anh khơng? a Rất thích b Thích c Khơng thích d Khơng thích khơng ghét Theo em, để sử dụng thành thạo Tiếng Anh, có cần phải học nắm vững ngữ pháp Tiếng Anh khơng? Tại sao? a Có b Khơng Xin mời em nêu lý do: Em có nghĩ ngữ pháp Tiếng Anh cần thiết cho việc học ngoại ngữ mìnhkhơng? Tại sao? a Có b Khơng Xin mời em nêu lý do: (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City VII Tại em nghĩ/không nghĩ ngữ pháp Tiếng Anh cần thiết việc học ngoại ngữ mình? Lí a b c d Đồng ý Khơng đồng ý Ngữ pháp Tiếng Anh thiết yếu việc phát triển kỹ ngôn ngữ giao tiếp Ngữ pháp Tiếng Anh giúp người học việc ghi nhớ sử dụng ngơn ngữ cách thích hợp giao tiếp Ngữ pháp Tiếng Anh giúp kết hợp từ thành câu Ngữ pháp Tiếng Anh giúp hình thành tự tin người học việc sử dụng ngôn ngữ Ý kiến khác, xin mời em nêu rõ: Trong giao tiếp em có cố gắng diễn đạt câu theo cấu trúc ngữ pháp không? a Luôn b Thường xuyên c Thỉnh thoảng d Hiếm e Không Em thích học học lớp học đây? Tại sao? a Đọc b Viết c Nghe d Nói e Ngữ pháp (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City VIII Xin mời em nêu lý do: Hãy tích vào lựa chọn phản ánh rõ cảm nhận em học ngữ pháp lớp? a Buồn tẻ b Thú vị c Căng thẳng d Thoải mái e Thích thú Ý kiến khác, xin mời em nêu rõ: Em có chiú ý học ngữ pháp không? Khi giáo viên giảng quy tắc ngữ pháp, em có hiểu khơng? a Rất hiểu b Hiểu lơ mơ c Hồn tồn khơng hiểu Đối với em, học ngữ pháp có khó khơng? Tại sao? a Khó b Rất khó c Dễ d Rất dễ Xin mời em nêu lý do: (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City IX 10 Giáo viên em lớp thường dạy cấu trúc ngữ pháp họ có làm thường xun khơng? Phương pháp a b Thường xuyên Thỉnh thoảng Hiếm Không Giải thích cấu trúc ngữ pháp hồn tồn Tiếng Anh Giải thích cấu trúc ngữ pháp hồn tồn Tiếng Việt Kết hợp giải thích cấu trúc c ngữ pháp Tiếng Anh Tiếng Việt d Đưa tình ví dụ có sử dụng ngữ pháp Giảng cấu trúc ngữ pháp e cho học sinh làm tập ngữ pháp sách giáo khoa Đưa ví dụ cấu trúc mà không giảng quy tắc ngữ pháp, f yêu cầu học sinh thảo luận Tiếng Anh, qua học sinh tự rút quy tắc ngữ pháp g Đan xen trị chơi vận dụng phần ngữ pháp (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City X 11 Theo ý kiến em, cách trên, em thây cách hiệu lôi học sinh nhất? Hãy xếp theo thứ tự giảm dần Phương pháp a Giải thích cấu trúc ngữ pháp hoàn toàn Tiếng Anh b Giải thích cấu trúc ngữ pháp hồn tồn Tiếng Việt c Kết hợp giải thích cấu trúc ngữ pháp Tiếng Anh Tiếng Việt d Đưa tình ví dụ có sử dụng ngữ pháp e TT Giảng cấu trúc ngữ pháp cho học sinh làm tập ngữ pháp sách giáo khoa Đưa ví dụ cấu trúc mà không giảng quy tắc ngữ pháp, yêu cầu f học sinh thảo luận Tiếng Anh, qua học sinh tự rút quy tắc ngữ pháp g Đan xen trị chơi vận dụng phần ngữ pháp 87% 12 Những yếu tố theo em ảnh hưởng đến thái độ em việc học môn ngữ pháp? a Phương pháp giảng dạy b Độ khó dễ ngữ pháp c Sự phù hợp chương trình học d Ý kiến khác, xin mời em nêu rõ: Cảm ơn cộng tác em! (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City XI APPENDIX INTERVIEW TRANSCRIPTS I: Interviewer S: Students I: Em có thích học Tiếng Anh khơng? Tại có? Tại khơng? S1: Có Em nghĩ học Tiếng Anh tốt cho công việc em sau S2: Nhờ biết Tiếng Anh mà khiến em hàng ngày kiếm tiền bán đồ ăn cho khách nước bãi biển để phụ giúp gia đình Thế khơng thích đươc? (hi) S3: Đúng Có khơng thích tiền đâu! S4: Em thích Đơn giản thơi S5: Em thích Ai khen em hát hát Tiếng Anh hay S6: Em Em thích Tiếng Anh em thích hát Tiếng Anh em muốn hát hát S7: Em thích em ước du học nước ngồi S8: Khơng thích khơng ghét S9: Em chả thích học mơn tí Học mơn em chả hiểu S10: Hi Em Ngày nhiều từ cấu trúc Khó nhớ kinh khủng! S11: Bạn nói dùng nhiều nhớ Em thích mơn học S12: Học Tiếng Anh cịn thích mơn học khác, tốn chẳng hạn, tồn số số S13: Khơng học kiểm tra tồn điểm nên đành phải thích S14: Em thích Biết Tiếng Anh giúp em giao tiếp với người nước ngồi S15: Ngồi cịn đọc truyện sách báo tiếng nước Các bạn nước sướng cô ạ, không Việt Nam đâu I: Em có nghĩ ngữ pháp Tiếng Anh cần thiết cho việc học tiếng khơng? Tại có? Tại khơng? S1: Cũng quan trọng Ngữ pháp giúp em nói câu hồn chỉnh S2: Quan trọng Bài kiểm tra toàn ngữ pháp S3: Đúng Không học ngữ pháp làm S4: Có Biết ngữ pháp giúp nhiều cho kỹ khác, nói trơi chảy S5: Em thấy Nếu khơng, nói em khơng biết xếp từ (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City XII S6: Bạn nói Nhiều lúc em xếp từ trước, từ sau, đọc lên nghe buồn cười (hi) S7: Có đâu mà quan trọng hóa Ngày em chả nói chuyện với người nước ngồi bán hang ngồi bãi biển, em có nói câu đâu mà họ hiểu S8: Đúng cô Em với bán chỗ Em thấy S9: Cũng có lí, nhiều lúc nói họ hiểu thơi S10: Nếu nói ngữ pháp em tự tin nhiều, khơng lung túng nói Vì theo em ngữ pháp quan trọng S11: Em nghĩ S12: Theo em quan trọng Thỉnh thoảng em hay viết thư cho người ban nước ngồi Khơng học ngữ pháp em khơng biết viết S13: Cần Em chat với bạn thơi Có cần ngữ pháp nhiều đâu S14: Em thấy Em thấy nói người ta có trọng ngữ pháp đâu S15: Nhưng biết Theo em quan trọng I: Em có thich học mơn ngữ pháp Tiếng Anh khơng? Tại có? Tại khơng? S1: Khơng Hiện nhu cầu chúng em nói khơng phải ngữ pháp Vì chúng em thường xuyên giao tiếp với người nước làm kiếm tiền bãi biển S2: Nó thật tẻ nhạt Em khơng thích Đơn giản thơi S3: Có q nhiêù cấu trúc qui tắc ngữ pháp Em sợ việc phải dung câu cho Tiếng Anh S4: Nó tẻ nhạt chúng em có dùng nhiều đến ngữ pháp đâu Em cần nói vài từ ơng tây hiểu S5: Đúng Mà họ khơng hiểu em khua chân múa tay vào đồ vật xong S6: Ngữ pháp dùng kỳ kiểm tra Mà chúng em có phải thi tốt nghiệp mơn đâu S7: Các hoạt động ngữ pháp ngày Thật nhàm chán Đó lí em khơng thích học ngữ pháp S8: Em khơng thích Nó thật cứng nhắc S9: Học ngữ pháp khó nên em khơng thích học mơn S10: Không Nhiều cấu trúc phức tạp quá, em chả hiểu (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City XIII S11: Em Khơng hiểu mà thích S12: Em đồng ý với bạn S13: Em khơng nghĩ Nếu ý tí hiểu thấy thích S14: Đúng Biết ngữ pháp em thấy hay hiểu sâu xa qui luật ngơn ngữ S15 Ôi Học Tiếng Anh em ghét ngữ pháp cô I: Nhận xét em học ngữ pháp lớp nào? S1: Chán S2: Như tra cô S3: Em chẳng thấy thú vị tí S4: Em thấy S5: Nhiều cấu trúc phức tạp Em thấy căng thẳng S6: Chán Suốt ngày làm tập thơi S7: Nó tẻ nhạt nhiều lúc em muốn ngủ gật lớp S8: Hi Đúng cô S9: Em đồng ý với bạn S10: Em chưa thấy hứng thú S11: Trầm cô S12: Đúng Sơi hay q S13: Một năm có vài thú vị cho chơi trò chơi S14: Hi Các bạn khác nói hết S15: Thì em có nhận xét đa số bạn khác I: Theo ý kiến em, ngữ pháp em thấy hứng thú học mơn này? S1: Giờ ngữ pháp phải sơi động học thích S2: Cơ giáo phải giảng hay S3: Em thích giáo sử dụng trị chơi học Như thú vị S4: Đúng Em nhớ có lần cho chơi trị chơi, lớp em thích S5: Chúng em thảo luận nhiều thoải mái S6: Em thấy bạn học trường phổ thông học qua máy chiếu hay Giá mà trung tâm em học (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City (LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City(LUAN.VAN.THAC.SI).Students''.attitudes.towards.English.grammar.learning.The.case.of.Do.Son.Continuing.Education.Centre Hai.Phong.City