INTRODUCTION
Rationale
In recent years, English has emerged as a crucial global language, spoken not only by native speakers but also as a second language and official language in numerous countries In Vietnam, English has become a significant component of the national curriculum, often mandated as a compulsory subject However, the approach to foreign language education, particularly English, tends to be heavily grammar-focused, leading many English teachers to equate teaching English with teaching grammar.
In many countries, including Vietnam, foreign language teachers are increasingly adopting communicative language teaching (CLT), which emphasizes developing communicative competence as a primary goal This approach promotes the extensive use of the foreign language for communication during classroom sessions, making it a favored method in language education Education authorities and teachers are eager to understand the reasons behind CLT's popularity and its motivational impact on both educators and students.
At Hanoi General College, where I have taught for seven years, my primary focus has been on teaching grammar due to the limited English proficiency of my students To enhance their learning, I create meaningful practice situations, such as describing pictures, engaging in role-plays, listening to dialogues, and writing paragraphs, which help develop both their grammatical and communicative competencies Despite my efforts to implement communicative language teaching techniques tailored to my context, I often encounter challenges that hinder the effective application of these methods, particularly in grammar instruction.
This thesis titled "A Study on Applying Communicative Language Teaching Techniques in Teaching Grammar to First-Year Non-Major English Students at Hanoi General College: Reality and Recommendations" aims to enhance the English learning experience for students and support educators By focusing on effective grammar instruction, the study seeks to equip students with essential language skills necessary for their academic, professional, and personal pursuits.
Aims and objectives of the study
With the above-presented rationales, the specific aims and objectives of the study are the followings:
Firstly, the study carries out an investigation in to the reality of the teachers‟ application of CLT techniques in teaching grammar
Secondly, through the investigation the research will find out the difficulties the teachers encounter with their application of CLT techniques in teaching grammar
The study will offer actionable recommendations for implementing Communicative Language Teaching (CLT) techniques to bridge the gap between teaching and learning styles This approach aims to enhance student motivation in grammar learning and improve the overall effectiveness of English language instruction.
More specific, this study is to answer the following questions:
1 What are CLT techniques applied in teaching grammar to first-year non- English major students?
2 How are CLT techniques employed in terms of frequency and purposes?
3 What are the difficulties in applying CLT techniques in teaching grammar?
4 To what extent do teachers feel satisfied with the use of CLT techniques?
5 What are the suggestions recommended by teachers to applying CLT techniques in teaching grammar?
Scope of the study
This thesis focuses on teaching grammar at the elementary level, specifically examining the types of Communicative Language Teaching (CLT) techniques used to address challenges in grammar instruction It also discusses the frequency and purposes of these CLT techniques, along with teacher satisfaction and recommendations for overcoming potential issues The study is centered on a group of teachers instructing first-year non-major English students at Hanoi General College.
Methods of the study
This survey-based study employs questionnaires and classroom observations to gather information on the various Communicative Language Teaching (CLT) techniques used in grammar instruction It aims to analyze the frequency and objectives of these techniques, identify the challenges faced in their implementation at the selected college, and propose potential solutions A detailed discussion of the methodology will follow in the next chapter.
Structure of the study
This paper has three main parts:
Part one : Introduction , this part will provide my reasons for choosing the topic, aims of the study, methods and design of the study
Part two: Development , this part has three following chapters:
Chapter 1: Literature review, dealing with some definitions about the important terms relating to the study as: grammar, the important of grammar teaching, different approaches to grammar teaching, CLT and concepts related to CLT, CLT techniques and teaching grammar, potential difficulties affect teachers and students in allying CLT techniques in grammar lessons
Chapter 2: Methodology Firstly, it is an overview of teaching and learning English of the first-year students in Hanoi General College Secondly, the methodology performed in the study is presented The subject and instruments used in the research will be discussed
Chapter 3: Results and discussions of the study This part presents the findings of the study and proposes some recommendations for the findings
Part three : Conclusion , this part summarizes what are addressed in the study, points out the limitations and provides some suggestions for further study.
DEVELOPMENT
Literature review
In recent years, the emphasis on teaching English as a foreign language (EFL) has shifted towards the Communicative Approach, which recognizes learners as active participants in language acquisition Advocates of Communicative Language Teaching (CLT) are encouraged to implement techniques that foster self-learning, group interaction in real-life contexts, and peer teaching However, this poses challenges for educators, particularly in Vietnamese colleges where grammar instruction often dominates To address this, incorporating communicative activities can enhance the learning experience, making English grammar more engaging and meaningful while ultimately supporting the goal of achieving grammatical competence.
This chapter aims to explore the application of Communicative Language Teaching (CLT) techniques in grammar instruction It begins by examining the methods of teaching grammar, followed by an overview of CLT and its associated techniques Finally, the chapter addresses the implementation of CLT techniques in grammar teaching, highlighting the challenges teachers may encounter during this process.
Traditionally, grammar focused primarily on sentence-level analysis, providing a framework for understanding how sentences are constructed This traditional view emphasizes the arrangement and patterns of words within sentences However, contemporary perspectives on grammar have broadened the scope to include both texts and words, recognizing that they are also organized according to specific rules This study aims to explore these expanded views of grammar.
Grammar, defined at the sentence level, encompasses various interpretations that highlight its significance in foreign language education Understanding different perspectives on grammar is essential for effective teaching, as it lays the foundation for learners to construct meaningful sentences and communicate effectively in a new language.
There have been many ways of defining grammar – a very common and familiar term in language teaching and learning
According to the Longman Dictionary of Contemporary English, grammar is defined as the study and practice of the rules governing word forms and sentence structure This definition highlights two essential components: the rules of grammar and the active engagement in studying and applying these rules.
David Nunan defines grammar as “a set of rules specifying the correct words at the sentence level” (D Nunan, 2003:154), reflecting a prescriptive approach that dictates what is considered right and wrong in language usage.
Similarly, from Penny Ur‟s view (1996:87), “Grammar is a set of rules that define how words
(or parts of words) are combined or changed to form acceptable units of meaning within a language”
Grammar is a structured set of rules that governs the formation of words and sentences, providing essential guidance for language teachers in their approach to grammar instruction.
1.1.2 The importance of teaching grammar
Most language learners and educators recognize that understanding grammar is essential to language mastery Eric Hawkins (1984) emphasizes the importance of grammar, stating that while communicative use in real speech is vital for retention, insight into language patterns is equally crucial in the acquisition process He describes grammar as a "voyage of discovery," suggesting that it can be an engaging subject to explore rather than merely a set of prescriptive rules Although not all students may find grammar inherently interesting, Hawkins' perspective highlights its potential as an effective tool to enhance language learning.
The debate over the necessity of grammar teaching is notably influenced by Krashen, who emphasizes the importance of language acquisition over explicit grammar instruction In Krashen and Tarrel's Natural Approach, it is argued that learners benefit from extensive exposure to meaningful input slightly above their current level, relegating grammar study to a secondary role The approach suggests that grammar serves as a supplementary tool for language users who can apply rules when needed, as outlined in the Monitor Hypothesis Essentially, it posits that grammatical competence can be naturally developed through meaningful interactions in a fluency-focused classroom environment, without the need for conscious attention to language forms.
Some learners can naturally acquire second language grammar without formal instruction, as seen in young immigrants to the United States who achieve English proficiency independently However, this naturalistic acquisition does not apply to all; many of these immigrants may attain a level of English proficiency that lacks accuracy.
Grammar is a fundamental aspect of language, essential for effective communication, particularly in writing Mastery of grammar is crucial for anyone looking to write well, making its teaching vital in all English courses, especially in technical and vocational colleges Many students in these institutions come from rural backgrounds and lack adequate grammar education, which hinders their ability to understand English materials such as manuals and instructions after graduation Without grammar, communication remains superficial, as emphasized by Peck (1988), who stated that "speech is no more than sounds, writing is no more than hieroglyphics." Therefore, the importance of grammar instruction in English Language Teaching (ELT) cannot be overstated.
1.1.3 Different approaches to grammar teaching
Over the past century, language teaching methodologies, particularly in grammar instruction, have evolved significantly From the mid to late 19th century, the Grammar Translation Method dominated, emphasizing a non-communicative approach where grammar was taught deductively through systematic study of rules Learners engaged in translation exercises between their first and second languages, which led to a focus on memorizing rules and exceptions, as noted by River (1981:31), who highlighted that "communication is neglected" in this method.
In the late 19th century, growing communication opportunities among Europeans created a demand for foreign language proficiency, leading to the development of the Direct Method This approach emphasized teaching languages through active use in the classroom, reflecting the principles of the Reform Movement It eliminated translation and the silent study of literature, instead prioritizing spoken language practice Additionally, grammar instruction shifted from explicit and deductive methods to implicit and inductive learning According to Richards and Rogers (1986:9), the Direct Method involves teaching grammar inductively in the target language through interactive question-and-answer sessions between teachers and students in small, focused classes.
The Audio-Lingual method, developed in the 1950s from structural linguistics in the United States, focuses on the mimicry of language forms and the memorization of specific sentence patterns This approach prioritizes intensive practice over grammatical explanations, with grammar being acquired inductively through repeated exposure and usage.
Since the mid-1970s, the Communicative Language Teaching (CLT) approach has emerged as a leading methodology in language education, emphasizing the importance of communicative proficiency by simulating real-life communication scenarios in the classroom This approach has two distinct versions: one that supports the teaching of grammar and another that dismisses its necessity.
Methodology
This chapter establishes the context for teaching and learning English grammar at Hanoi General College, serving as a foundation for the study It primarily focuses on outlining the research methods employed and the data analysis process.
Hanoi General College, established in 1999, offers eight diverse training programs including accounting, office secretary, applied arts and crafts, electronics and telecommunication, informatics, business administration, and tourism, with a full-time two-year curriculum Students engage in English language training for two semesters, each lasting fifteen weeks, focusing on foundational grammar and vocabulary to enhance communication skills The English course, comprising one lesson per week with four periods of forty-five minutes each, utilizes the New Headway English Elementary textbook, ensuring students acquire essential language skills by the end of the program.
Each class consists of fifty to sixty students from various provinces in Northern Vietnam, including Nam Dinh, Bac Ninh, and Thai Binh Most students hold diplomas, with a significant number being recent high school graduates, while others have left school several years prior Their English proficiency levels vary widely; many come from rural backgrounds where exposure to English is limited Although some students can communicate in simple sentences, the majority struggle to speak English and often feel embarrassed when attempting to converse with peers due to a lack of confidence.
Many students regard English as a minor subject in their curriculum, leading to a lack of attention and motivation in learning the language While some students achieve high marks (8, 9, or 10) due to their daily practice and interest in English, others struggle with lower grades (4, 5, or 6) For most students, using English for communication poses a significant challenge, as they often equate language learning with memorizing grammatical rules and lists of irregular verbs, rather than engaging in practical usage.
As a result, they either keep silent all the time or are not willing to participate in class activities
In our English program, the primary focus is on teaching grammar due to the constraints of limited time and large class sizes This challenge makes it difficult for teachers to effectively monitor student progress, resulting in insufficient practice opportunities during class Additionally, students face a lack of chances to engage with foreigners, particularly native speakers, which hinders their communication skills.
Hanoi General College employs 10 dedicated English teachers who significantly influence their students' learning These energetic educators invest their time and effort into teaching, with two holding M.A degrees and two pursuing postgraduate studies The remaining teachers possess bachelor's degrees, but none have participated in training programs in English-speaking countries, which highlights a limitation in their communicative competence in language instruction.
The participants in this study were all teachers who are teaching English for first year non major students at Hanoi General College
The study consisted of two phases aimed at exploring the use of Communicative Language Teaching (CLT) techniques in grammar instruction Phase one focused on gathering general insights regarding teachers' frequency and purposes for employing CLT, as well as identifying potential challenges and recommendations This phase utilized survey questionnaires completed by ten participants to address five specific research questions In phase two, the researcher conducted class observations with three selected teachers to gain a deeper understanding of their actual teaching practices using CLT techniques, thereby validating the questionnaire results.
The aims of this phase were to answer the research questions:
1 What are CLT techniques applied in teaching grammar to first-year non- English major students?
2 How are CLT techniques employed in terms of frequency and purposes?
3 What are the difficulties in applying CLT techniques in teaching grammar?
4 To what extent do teachers feel satisfied with the use of CLT techniques?
5 What are the suggestions recommended by teachers to applying CLT techniques in teaching grammar?
A survey was conducted involving 10 teachers, of whom 2 hold master's degrees and 2 are currently pursuing master's courses at the National University The remaining teachers graduated from the University of Languages and International Studies and Hanoi University, with ages ranging from 23 to 42 and teaching experience between 1 to 20 years All participants have received training in Communicative Language Teaching (CLT), primarily through university courses or English teaching literature Over two-thirds have undergone additional retraining in CLT by attending conferences or enrolling in postgraduate courses At the time of the research, these teachers were instructing first-year non-major students using the New Headway Elementary curriculum Each teacher completed a questionnaire, which was submitted within three weeks.
Years of teaching Number (No) Percentage (%)
Table 1: the teachers’ experience of teaching English
The questionnaire, detailed in Appendix A, was developed for 10 teachers to gather information regarding their age and experience with Communicative Language Teaching (CLT) in English grammar instruction It aimed to identify the types and frequency of CLT techniques used, the purposes and satisfaction levels associated with these methods, the challenges faced during teaching, and recommendations for enhancing grammar lessons Comprising 8 closed and open-ended questions in English, the questionnaire aligns with five specific research questions, focusing on key categories relevant to the study.
- The teachers‟ reality of practice (Question 4,5,6,7)
- The teachers‟ recommendations for the difficulties they met (Question 8) The procedure of data collection consists of three steps as the followings:
Step 1: Preparation The questionnaire items were designed by the researcher and the organization of the items in accordance with the research questions and the layout were decided
Step 2: Revising the questionnaires and selecting participants After piloting the questionnaires, the researcher selected 10 teachers of English at her college to attend the survey and do the questionnaires
Step 3: Delivering the questionnaires The questionnaires were delivered to 10 chosen teachers and collected within 3 three weeks
All questionnaire data were processed using an electronic calculator, making the quantitative data straightforward to analyze Each questionnaire item was considered a separate variable, and the interpretation relied primarily on calculating frequency and mean values to address various research questions.
2.2.2 Phase two: The class observation
The aims of this phase are to confirm and recheck the information collected from questionnaire
A class observation was conducted to assess the teacher's implementation of Communicative Language Teaching (CLT) techniques in grammar instruction, focusing on the frequency and objectives of these methods The evaluation aimed to determine the effectiveness of the lesson delivery and identify any challenges encountered by the teacher during the session.
Table 2: Time schedule for class observation
Hoa C1/09 1 Week 3, 8 am, Monday, 15 th March, 2010 Nam C2/09 1 Week 3, 8 am, Tuesday, 16 th March, 2010 Nhan C3/09 1 Week 3, 8 am, Wednesday, 17 th March, 2010
The author conducted a survey and observed three lessons taught by different teachers at Hanoi General College to evaluate the application of Communicative Language Teaching (CLT) techniques in grammar instruction The findings from these observations were then compared with the survey results The selection of the three teachers was based on convenient sampling.
A lesson observation sheet was created, comprising three sections: the first assesses the quality of teachers' preparation, the second evaluates the quality of their presentation, focusing on the types and frequency of Communicative Language Teaching (CLT) techniques used, as well as any challenges faced in the classroom, and the third measures teachers' satisfaction levels post-lesson The assessment utilizes a binary scale of "yes" for techniques used and "no" for techniques not employed.
The procedure of data collection consists of two steps as the followings:
Step 1: Preparation The content of the lesson observation sheet was developed in accordance with the research questions and the layout was decided The researcher also contacted the selected participant in person to ask for permissions to observe their lessons and gave them time schedule
Step 2: Conducting the class observations All three class observations were conducted within one week The researcher made her observation one lesson by one teacher each day One lesson lasted for 45 minutes During the lesson, the researcher observed the whole teaching process and took note in observation sheet
Results and findings of the study
In the previous chapter, the subject and instruments of the study have been described This part presents the results and findings from the questionnaire and classroom observation
This article explores various Communicative Language Teaching (CLT) techniques utilized in language classrooms, categorizing them into fluency and accuracy activities Fluency techniques include debates, role-plays, pair speaking practice, storytelling, picture description, games, and information gaps In contrast, accuracy activities encompass filling in blanks, dictionary use, essay writing, reading dialogues, and grammar exercises.
Activities focus on fluency Activities focus on accuracy
Engaging in debates and role-playing activities enhances language skills, while practicing speaking in pairs fosters effective communication Utilizing a dictionary to look up unfamiliar words builds vocabulary, and storytelling in front of the class boosts confidence and presentation abilities Additionally, writing essays develops critical thinking and writing proficiency in English.
Describing picture to a partner Reading dialogues
Table 3: Types of CLT techniques used in classrooms
The article explores the frequency and purposes of various Communicative Language Teaching (CLT) techniques employed in grammar instruction within language classrooms Data indicates that teachers frequently incorporate communicative activities when teaching English grammar, with 100% of respondents utilizing pair speaking exercises and 90% engaging in debates, role-plays, and group discussions focused on specific grammar points.
In language classes, activities like "describing a picture to a partner" and various games are frequently utilized However, traditional methods still dominate, with 80% of teachers opting for "filling in the blank" exercises as their main approach during grammar lessons Additionally, "reading dialogue" remains a common practice among educators.
In teaching new grammar structures, "grammar exercises" are frequently employed, while information-gap activities are utilized by 60% of teachers Conversely, techniques such as "looking up words in dictionaries," "writing essays in English," and "storytelling in front of the class" are rarely implemented in daily lessons However, these findings require further validation through classroom observations, as there may be discrepancies between teachers' reported practices and their actual classroom activities.
Table 4: The frequency of CLT techniques used in the classroom
No % No % No % No % N o % Mean a Filling in the blank 2 20 8 80 3.6 b Looking up words in the dictionaries 7 70 3 30 2.3 c Writing an essay in
English 6 60 3 30 1 10 1.5 d Having a debate or role-play 1 10 9 90 3.9 e Group discussion on the grammar point 9 90 1 10 4.1 f Reading dialogues 1 10 3 30 6 60 2.5 g Practice speaking in pairs 10 10
0 5 h Story telling in front of the class 6 60 3 30 1 10 1.5 i.Grammar exercises 5 50 3 30 2 20 2.7 j Describing picture to a partner 2 20 8 80 3.6 k Games 2 20 8 80 3.8 l Information- gap 2 20 4 40 6 60 2.8
Table 5: The purposes of CLT techniques used in classroom
All teachers (100%) agree that the primary goal of using Communicative Language Teaching (CLT) techniques in grammar instruction is to facilitate student practice of grammar points While a majority believe that these techniques enhance students' ability to communicate using the target grammar, only 20% apply them regularly, with nearly half using them occasionally The findings indicate that although most teachers aim to help students grasp both the form and meaning of grammar, consistent application of CLT techniques in the classroom remains limited.
Never Only occasionally Sometimes Usually Always
No % No % No % No % No % Mean
To introduce the new grammar point 1 10 5 50 4 40 4.3
To help Ss manipulate the form of grammar points
To help Ss understand the meaning of the grammar point
To help Ss practice the grammar point 10 100 5
To help Ss use the target grammar point to communicate with others
In teaching grammar, a significant number of educators prioritize form over meaning, with half employing Communicative Language Teaching (CLT) techniques to introduce new grammar concepts Additionally, 40% consistently integrate these methods into their classrooms, indicating a strong awareness among teachers of the objectives behind using CLT in grammar instruction.
Research question 3 Table 6: The teachers’ difficulties when applying CLT techniques in teaching grammar
Never Only occasionally Sometimes Usually Always
No % No % No % No % No % Mean
Lack of authentic teaching materials 5 50 3 30 2 20 3.7
Few opportunities for retraining in CLT 4 40 2 20 2 20 2 20 2.2
Little time and expertise in materials development 1 10 5 50 4 40 3.3
Ss„ lack motivation in learning English 3 30 5 50 2 20 2.9
According to the findings presented in Table 6, all teachers reported facing challenges when implementing Communicative Language Teaching (CLT) techniques for grammar instruction Notably, 80% identified multi-level classes as the primary obstacle, followed by overcrowded classrooms, students' low English proficiency, and passive participation in activities Additionally, 40% of teachers cited poor teaching conditions and a lack of time and expertise in developing materials as significant difficulties Other challenges included the absence of authentic teaching resources, inappropriate syllabuses, insufficient spoken English skills, and a lack of student motivation, though these issues were noted by only a minority of teachers.
This question aims at to find out the levels of the teachers‟ satisfaction when they applied CLT techniques in teaching English grammar
Seventy percent of teachers expressed satisfaction with the use of Communicative Language Teaching (CLT) techniques in their grammar lessons, while the remaining teachers reported lower levels of satisfaction regarding their efforts to engage students in the learning process.
Table7: Teachers’ self-assessment of their employment of CLT techniques
Not very satisfied Satisfied Very satisfied
No % No % No % No % No % Mean
It‟s an open-ended question which aims at selecting teachers‟ suggestions about some matters as: material, assessment, organization of the classes and others
With the matter “Material” 80% of the teachers said that teaching material should be more authentic and 100% of them think that these materials should be suitable to students‟ English levels
A significant majority of teachers (90%) believe that syllabuses should be revised to enhance students' communicative competence, advocating for a communicative-based final assessment Many educators expressed the need for more frequent daily assessments instead of relying solely on final tests To effectively implement Communicative Language Teaching (CLT), teachers agreed that class sizes should be limited to 30-35 students, and they emphasized the importance of self-improvement in their English proficiency and teaching methods All teachers recommended attending workshops or seminars on CLT to exchange experiences and enhance their understanding of strategic and sociolinguistic competence Additionally, they highlighted the necessity of providing positive feedback and encouragement to motivate students in communicative activities There was also a call for adequate teaching resources, including overhead projectors, computers, and other equipment, to support effective instruction.
After observing three different lessons by three teachers at Hanoi General College, the author had some comments as the followings:
Teachers’ preparations: Three teachers prepared the lessons well They had clear objectives of their lessons and tried to reach those objectives throughout the lessons
Teachers effectively implemented Communicative Language Teaching (CLT) techniques in their classrooms by introducing grammar inductively through engaging games and visual aids They utilized questioning strategies to actively involve students, facilitating their understanding and manipulation of grammar concepts Additionally, the teachers provided handouts to supplement textbook material and organized group activities and role-plays, encouraging student participation This approach allowed students to practice grammar points orally, enhancing their learning experience.
In the observed classes, teachers made significant efforts to implement their lesson plans, but faced challenges that hindered their success The large class sizes resulted in excessive teacher talk time, while student participation was minimal When asked to engage in English tasks, many students remained passive, appearing to focus on their books but providing little to no responses Only a handful actively participated in classroom activities, which was further compounded by the overall low English proficiency among the students.
Teachers' use of English often left students confused, leading to limited participation in Communicative Language Teaching (CLT) activities With insufficient time allocated for student engagement, many learners hesitated to join in and resorted to using Vietnamese during tasks This resulted in distractions and noise in the classroom, diminishing the effectiveness of CLT techniques and causing students to lose interest, with some even engaging in conversations in Vietnamese.
In a recent observation of teachers' satisfaction levels, only one out of three educators expressed contentment with their lesson delivery, while the remaining two reported dissatisfaction with their performance.
The class observation revealed several key issues, including the limited use of authentic materials, excessive reliance on Vietnamese, ineffective activities, and students' unrealistic communication Additionally, it highlighted students' low English proficiency, ineffective organization of group work, and a tendency towards passive learning These findings will be further explored in the following section.