Introduction
Rationale
English has gained significant popularity in Vietnam over recent decades, leading to a surge in enrollment at language centers as individuals seek better job opportunities Consequently, English has become a mandatory subject in schools, colleges, and universities across the country Electric Power University (EPU), where I have worked for six years, exemplifies this trend.
With 6 years of experience in teaching English for the first-year students at this university, I find that grammar teaching and learning plays an important role at EPU as it supplies students with basic knowledge to prepare for the final exams and ESP course in the second year Therefore, it is understandable that most of the students at my university think grammar, of course, is very important However, many of the students, especially from mountainous and remote areas, have never learnt English before or they learn other foreign languages at secondary school Meanwhile, some students‟ English are at proficient level As a matter of fact, multilevel classes are currently popular in many universities in general and at EPU in particular, which causes many difficulties to teachers and students in language teaching Another problem can be mentioned here is the large number of students in each class: about 80-90 students The textbook for the first-year students at EPU is New Headway Elementary and continues to Unit 9 of New Headway Pre-Intermediate Although the book provides thorough grammar and vocabulary and all four language skills, most of the teachers spend quite a lot of time on grammar points Most of the grammar lessons are carried out in traditional methods, that is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in the workbooks However, I myself realize that it does not reveal sufficient through the term- end examinations More than 50% of the students get the English marks below average and they have to retake the examination or retake the English course This matter of fact has urged me to find the answers to a lot of questions: “How can teachers help students to learn effectively grammar, which is not only regarded important in learning English, but also considered difficult and boring by students?” “What should we do to encourage students to study in such conditions?” “What are the purposes of students when studying grammar?”
This study explores effective teaching methods that address students' needs, specifically focusing on the necessity of using Vietnamese in English grammar instruction and the potential for communicative grammar teaching Our aim is to identify an appropriate approach for teaching grammar to first-year students at EPU.
Aims of the study
My study is an attempt to
- Identify the attitudes of teachers and students in teaching and learning grammar
- Identify the current situation of teaching and learning English Grammar to first-year students at EPU
- Identify the wants of students about the methods of teaching, doing grammar exercises, and correcting mistakes
- Suggest an applicable and effective method of teaching grammar to the first-year students at EPU.
Scope of the study
This study focuses on an effective method for teaching grammar to first-year students at EPU, derived from the findings of my thesis, and assumes that the questionnaires completed by selected teachers and students were answered honestly.
This grammar teaching method is anticipated to benefit not only first-year students at EPU but also students from various universities and colleges across Vietnam, as they face similar learning environments and challenges.
The research questions
My study is aimed to answer the following research questions:
- What are the attitudes of teachers and students in teaching and learning grammar?
- What is the current situation of teaching and learning English Grammar to first-year students at EPU?
- What are the wants of students about the methods of teaching, doing grammar exercises, and correcting mistakes?
- What is an applicable and effective method of teaching grammar to the first-year students at EPU?
Methods of the study
To achieve the study's objectives and answer the research questions, I designed a mini-action research project consisting of four grammar lessons based on an eclectic approach I served as an observer in each class, and after each lesson, I distributed a student evaluation sheet for self-assessment of their interest, involvement, and understanding of grammar The collected responses were analyzed using descriptive statistics.
Survey questionnaires serve as a vital tool for gathering information and evidence for the study The research will utilize data from two key sources: 80 first-year students and 15 teachers who instruct English to these students at EPU.
All comments, remarks, recommendations and conclusion provided in the study will be based on the data analysis.
Design of the study
This study is going to be divided into 3 parts as follows:
Part I, Introduction, deals with the reason for the research and the aims, scope and methodology of the study The research questions are also raised in this part
Part II, development, consists of 3 following chapters:
- Chapter I is intended to give some theoretical background related to: definitions of grammar, different views on grammar teaching, teaching grammar in the light of eclectic approach
- Chapter II aims to describe background information about the current teaching and learning of grammar at EPU and present the methodology underlying the research including data collection instruments, procedures
A detailed data analysis and discussions are also given
- Chapter III focuses on techniques and procedures of a grammar lesson which is taught in the light of eclectic approach
Part III, conclusion addresses the key issues in the study, summarizing some shortcomings revealed during the process of completing this research paper.
Development
Grammar and its status in language teaching
There have existed various ways of defining grammar - a very common and familiar term in language teaching and learning
Grammar, as defined by the Oxford Advanced Learner's Dictionary, encompasses the rules governing the transformation of words and their arrangement into coherent sentences This includes the alteration of words, such as the change of "win" to "won" in the past tense, as well as the combination of words, exemplified by the transformation of "She is a woman" into "She is a successful woman." Understanding these rules is essential for effective communication in any language.
Jeremy Harmer (1988) defines grammar as the structure that governs how words transform and combine to form sentences This includes the rules for pluralization, negation, word order in questions, and the joining of clauses Understanding grammar is essential for effective communication in any language.
Harmer shares the same point of view with the authors of the Oxford Advanced Learner‟s Dictionary
As for Celce, M … (1988:16), grammar is “a subset of those rules which governs the configurations that the morphology and syntax of a language assume.”
According to Penny Ur, grammar can be broadly defined as the method by which a language organizes and combines words to create meaningful units In 1996, Ur clarified this definition, stating that grammar consists of rules that dictate how words and their components are combined or altered to produce acceptable meanings within a language.
1.1.2 The status of grammar in English language teaching (ELT)
The role of grammar instruction in English Language Teaching (ELT) remains a topic of debate, with some arguing against its necessity Critics contend that understanding grammar is neither essential nor adequate for effectively learning to communicate in a language.
Grammar plays a crucial role in effective language learning, as it complements communicative use in real speech acts Research indicates that while practical communication helps language retention, understanding grammatical patterns is equally vital in the dual process of language acquisition and learning Viewing grammar as a journey to discover language patterns, rather than merely memorizing prescriptive rules, transforms it from a daunting concept into an essential tool for learners.
Grammar is a fundamental component of any language, essential for mastering effective communication It plays a crucial role in written language, as a lack of grammatical knowledge can hinder one's writing skills While minor grammatical errors may be tolerated in spoken language, proper grammar enhances the clarity and appeal of speech, particularly in formal settings Understanding grammar allows learners to construct meaningful sentences, making it impossible to communicate effectively without it.
“speech is no more than sounds, writing is no more than hieroglyphics” (Peck, 1987:127)
For this very reason, the teaching of grammar is quite important in ELT
1.1.3 What needs to be taught?
The teaching of grammar is a contentious issue, with varying perspectives on what should be prioritized in the classroom Some educators emphasize the importance of explaining grammatical rules and terminology, while others focus on practicing common grammatical patterns Additionally, many believe that providing learners with opportunities to engage in realistic communication situations is the most effective way to foster effective communication skills.
Sandra L McKay (1987) emphasizes the importance of integrating both form and function in grammar instruction to enhance students' proficiency in English "Form" encompasses grammatical elements like verb tenses and question structures, while "function" pertains to the practical uses of language, such as asking for directions, making suggestions, and expressing agreement or disagreement By addressing both aspects, educators can better equip learners to use English accurately and appropriately in various contexts.
Penny Ur (1988:6) echoes Sandra L McKay's perspective, highlighting that some teachers and course materials often emphasize certain aspects of language learning while overlooking others This can lead to an overemphasis on grammatical forms at the expense of meaningful communication or a focus on written tasks that neglect oral practice To create an effective learning environment, it is crucial to maintain a balanced approach that considers the specific needs of the class.
Also, Adrian Doff (1988:33) suggests that when presenting a structure, it is vital to:
- “show what the structure means and how it is used, by giving examples
- show clearly how the structure is formed, so that students can use it to make sentences of their own”
Obviously, according to Adrian Doff, teachers should teach the meaning, the form of the grammatical structure as well as how it is used
According to Celce (1988), a grammar lesson consists of four essential stages: presentation, focused practice, communicative practice, and teacher feedback and correction The first stage introduces the grammar structure, while the second stage aims to help learners gain control over the form without the pressures of communication.
Effective learner practice of communicative structures is essential, with teacher feedback and correction playing a crucial role throughout the lesson Although typically seen as a concluding step, this feedback must be adaptable to align with the lesson's various phases, ensuring a responsive and supportive learning environment.
Different views on grammar teaching
Various linguistic schools have developed distinct approaches and methods for teaching and learning English, each with its unique strengths and limitations This article will explore several effective methods for teaching English and understanding English grammar, providing valuable insights for our study.
1.2.1 The Traditional Method: Grammar - Translation
The method of teaching foreign languages has been extensively utilized globally for many years and is now a common practice among Vietnamese educators in high schools, English centers, and higher education institutions Its primary objective is to enable students to read literature in the target language, which requires them to acquire essential grammar rules and vocabulary.
Although having some variations, this method has the following characteristics:
Classes are taught in the mother tongue, with little active use of the target language
Much vocabulary is taught in the form of list of isolated words with equivalent in mother tongue
Teachers explain grammar rules, with examples
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words
Reading of difficult texts is begun early
Little attention is paid to the content of texts which are treated as exercises in grammatical analysis
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue
Little or no attention is given to pronunciation
Grammar plays a crucial role in developing reading and writing skills, which are fundamental for learning a foreign language This method involves deductive learning, where the teacher presents grammar rules, provides explanations, and illustrates concepts with examples Students are expected to memorize these rules and apply them in written exercises, with a strong focus on achieving correct answers When students make mistakes or are unsure, the teacher promptly provides the correct responses Interaction is primarily one-way, predominantly from teacher to students, with limited opportunities for student-initiated or student-to-student interactions.
1.2.1.2 The Grammar-Translation Method and English Grammar Teaching at EPU
The Grammar-Translation Method, while declining in popularity globally, remains widely used in Vietnam, particularly for teaching grammar at universities This approach is favored because many students are not English majors and struggle to comprehend lessons conducted entirely in English With only a few students possessing adequate proficiency, teachers often find themselves repeating explanations, which hinders the pace of teaching and prevents them from covering the intended material Additionally, the challenging learning conditions and large class sizes at my university make the Grammar-Translation Method a practical choice for effective instruction.
While the Grammar-Translation Method has its advantages, particularly in teaching grammar, it falls short in meeting my students' primary goal of using English for communication Although it aids in understanding and memorizing grammar rules, this method does not ensure that learners can effectively use the language in real conversations To facilitate practical application of grammar, students need ample opportunities to practice within the classroom, which is often lacking in traditional settings Additionally, the passive and monotonous atmosphere typical of these classes can disengage students As an English teacher, I continuously seek more effective methods to teach grammar that align better with my students' communicative needs.
1.2.2 The Audio-Lingual Method (ALM) 1.2.2.1 Characteristics
Practor and Celce-Murcia (1979) summed up the characteristics of the ALM as follows:
New material is presented in dialog form
There is dependence on mimicry, memorization of set phrases, and over learning
Structures are sequenced by means of contrastive analysis and taught one at a time
Structural patterns are taught using repetitive drills
There is little or no grammatical explanation Grammar is taught by inductive analogy rather deductive explanation
Vocabulary is strictly limited and learned in context
There is much use of tapes, language labs and visual aids
Great attention is attached to pronunciation
Very little use of the mother tongue by teachers is permitted
Successful responses are immediately reinforced
There is a great effort to get students to produce error-free utterances
There is a tendency to manipulate language and disregard content
In the ALM, significant interaction occurs during chain drills and dialogues, primarily driven by the teacher Most exchanges are initiated by the instructor, with students responding in a mechanical manner.
Grammar is taught inductively through models in dialogues or drills, with minimal explanation of rules Students engage in repetitive or substitution drills for grammar practice, while teachers anticipate potential mistakes and carefully guide what students learn to say (Larsen-Freeman, 1986).
1.2.2.2 The Audio-Lingual Method and English Grammar Teaching at EPU
This method employs an inductive approach to teaching grammar through sentence models, dialogues, and drills By repeatedly practicing various structures and sentence patterns, students can familiarize themselves with grammatical forms distinct from their native language This repetitive learning process allows them to subconsciously acquire grammar, enabling automatic usage akin to that of native speakers.
My students, who do not major in English, have low proficiency levels, making it difficult for them to grasp complex grammar structures when instruction is conducted entirely in English This language barrier hampers their ability to communicate effectively Additionally, inadequate learning conditions and facilities at EPU further discourage teachers from employing this method in English instruction, particularly in grammar teaching.
1.2.3 The Communicative Language Teaching (CLT)
This approach focuses on equipping learners with communicative competence, which is the ability to use language appropriately in various social contexts According to Brown (1994:227), communicative competence allows individuals to convey and interpret messages effectively while negotiating meanings in specific interpersonal situations.
Brumfit in a comparison between the CLT and the ALM (1983: 91-93) stated some main features of the CLT as follows:
Language learning is learning to communicate So everything is done with a communicative intent
Language functions are emphasized over forms
Effective communication is sought Students are encouraged to communicate in the target language from the beginning
Drilling may occur, but peripherally
Any device that helps the learners is accepted
Use of native language is accepted when necessary
Translation may be used where students need or benefit from it
Teachers help learners in any way that motivates them to work with the language
Fluency and acceptable language is the primary goal
Students are expected to interact with other people in pair and group work or in their writings
1.2.3.2 The role of the teacher and students in a Communicative class
In a communicative classroom, the focus shifts from the teacher to the students, making learners the primary participants in the educational process while the teacher assumes a supportive, secondary role.
Students must take initiative in their learning process, as individual learners determine what, when, and how they study, ultimately shaping their own outcomes They should actively collaborate with teachers to organize and plan learning programs that consider their needs and interests By sharing authority and responsibility with teachers in selecting materials and methods, students foster a more effective learning environment Additionally, cultivating cooperative relationships with classmates, rather than competitive ones, enhances participation in class activities, benefiting both the individual and their peers.
1973) This, however, does not mean that the teacher is not necessary for the class His role is still important though secondary
In communicative language teaching, effective learning hinges on two-way interactions between teachers and students, as well as among students themselves The role of the teacher shifts from an authoritarian figure to that of a facilitator and mediator, fostering a respectful, democratic, and cooperative learning environment By promoting cooperative activities and building mutual trust, teachers help create a supportive atmosphere that discourages competition During communicative activities, teachers should monitor student engagement without immediate intervention, stepping in as a co-communicator only when necessary to enhance the learning experience.
The teacher should allow students to be independent in their activities In short, the teacher‟s role is that of a helper, a facilitator, and an organizer, not a dictator
1.2.3.3 The CLT and Teaching Grammar
Although the CLT focuses more on functions than forms, grammar is still important In CLT, teaching grammar has the following characteristics:
The grammar points to learn are introduced in meaningful, communicative contexts
Teaching grammar should contribute positively to communicative goals and promote accuracy within fluent, communicative language
The class should be as lively as possible
Grammar should be presented inductively
Grammatical explanation must be brief and simple
The teacher can use the mother tongue if necessary
The illustrating examples must be clear and unambiguous
The teacher should use teaching aids whenever possible to graphically depict grammatical relationships, such as charts, graphs, objects, maps, drawings etc
1.2.3.4 The CLT and Teaching English Grammar Teaching at EPU
The Communicative Language Teaching (CLT) approach is increasingly popular in English education globally, including Vietnam, as it effectively addresses learners' needs for real-life communication In this method, grammar is taught contextually through various activities, allowing students to acquire rules within functional categories aimed at enhancing communication skills This focus on practical usage rather than theoretical knowledge aligns with students' desires to learn English for real-world interactions Additionally, the interactive classroom environment fosters motivation, transforming the often perceived dullness of grammar learning into an engaging experience.
At EPU, most teachers still rely on traditional methods for teaching grammar, despite recognizing their inadequacy due to several challenges One significant issue is the learning environment, which lacks the necessary conditions for Communicative Language Teaching (CLT), such as spacious classrooms that facilitate movement during activities and manageable class sizes Additionally, the availability of teaching aids is limited Furthermore, the syllabus at EPU is overly packed, making it difficult to implement more effective teaching strategies.
The study
This study focuses on two distinct groups: the first group comprises 80 first-year students from the D3H1 class at EPU, while the second group includes 15 English teachers currently employed at EPU.
The student population, aged 20 to 23, consists predominantly of males (85%) compared to females (15%), a common trend in technical colleges and universities Their English proficiency varies significantly, with some students beginning their studies only upon entering university, while others have been learning the language for up to 10 years During their first year, all students are required to study from the American Headway Elementary textbook and progress to lesson 9 of American Headway Pre-Intermediate over two terms, totaling 150 periods (100 hours) Out of this time, 6 periods are allocated for revision and 6 for testing, leaving only 6 periods to complete each lesson in the textbook.
The teachers involved in this study are predominantly young, ranging from 25 to 42 years old, with most having over five years of experience in teaching English Notably, the teaching staff for foreign languages, including English at EPU, is entirely female, as there are no male English teachers present All educators at EPU are graduates of the College of Foreign Languages at Vietnam National University, Hanoi, with five holding master's degrees and six currently pursuing their master's studies Each teacher is responsible for teaching two to three first-year classes, with each class comprising approximately [insert number].
To gather essential data for the study, the author created and distributed two distinct survey questionnaires: one targeting teachers and the other focusing on students The teacher questionnaire aimed to explore their methods for teaching grammar, their views on its purpose, and their attitudes towards Communicative Language Teaching (CLT) for first-year students Meanwhile, the student questionnaire sought to understand their motivations for learning grammar, their perceptions of grammar classes, and their preferences for instructional approaches, including the effectiveness of grammar exercises The teacher's questionnaire consists of six questions, while the student's includes eight, both designed to elicit valuable insights into grammar instruction and learning.
1 Question 1 in the questionnaire for teachers and that for students deal with the research question: “What are the attitudes of teachers and students at EPU towards the position of grammar in ELT?”
2 Questions 3-6 in the questionnaire for teachers and questions 2-3 in the questionnaire for students are aimed to find the answer to the question: “What is the current situation of teaching and learning English grammar at first-year classes at EPU?”
3 Questions 5-8 in the questionnaire for students concern students‟ wants in learning grammar
I selected a questionnaire as my primary method for data collection due to its effectiveness in gathering opinions from a large number of participants The questionnaire is user-friendly, featuring both multiple-choice and open-ended questions, accompanied by clear instructions for teachers and students Anonymity was ensured, encouraging participants to express their genuine thoughts freely Additionally, the ability to reach a wide audience allows for diverse and objective results, provided that respondents answer sincerely and thoughtfully.
In addition to survey questionnaires for non-English major students and teachers, classroom observation was utilized to validate the gathered information A class of 80 first-year students at EPU received grammar instruction through the Eclectic Approach The observation aimed to assess the teacher's effectiveness in delivering the lesson, focusing on student engagement and the methods used to monitor the class.
2.2 Data analysis 2.2.1 The attitudes of teachers and students at EPU towards the position of grammar in ELT
The data about the attitudes of teachers and students at EPU towards the position of grammar in ELT are summarized in the tables below:
1 (How important do you think teaching grammar is?)
Table 1: Teachers‟ attitudes towards the position of grammar in ELT
1 (How important do you think learning grammar is?)
Table 2: Students‟ attitudes towards the position of grammar in ELT
At EPU, both teachers and students recognize the significance of teaching and learning grammar, largely due to the prevalence of written English tests that focus primarily on grammatical skills.
A significant majority of both teachers and students recognize the importance of teaching grammar, with 60% of teachers and 77.5% of students considering it very important Only a small fraction, 6.7% of teachers and 5% of students, remain neutral regarding the essential role of grammar instruction.
2.2.2 The current situation of teaching and learning grammar at first- year classes at EPU
The current state of grammar instruction for first-year classes at EPU is analyzed through questions 2-6 in the teacher questionnaire and questions 2-3 in the student questionnaire The findings from this data collection are summarized in the tables provided below.
2 (How much class time do you spend on teaching 0% 0% 100% 0% grammar a week?)
3 (What do you think needs to be taught in teaching grammar?)
Table 3: Data collected from questions 2-3 for teachers
Agree Neutral Disagree Strongly disagree a 6.6% 26.6% 46.6% 13.3% 6.7% b 0% 13.3% 53.4% 20% 13.3% c 0% 26.65% 46.7% 26.65% 0%
Table 4: Data collected from question 4 for teachers
Frequency Kinds of activities Always Usually Sometimes Rarely Never
Table 5: Data collected from question 5 for teachers
Table 6: Data collected from question 6 for teachers
3 (How much class time do you learn grammar a week?)
Table 7: Data collected from question 2 for students
Agree Neutral Disagree Strongly disagree a 15% 55% 5% 25% 0% b 0% 17.5% 15% 57.5% 10%
Table 8: Data collected from question 3 for students
According to Tables 3 and 7, all teachers and students agree that grammar instruction requires 90 to 135 minutes per week Furthermore, every teacher acknowledges that effective grammar teaching encompasses all forms, functions, and meanings This consensus indicates a strong understanding among educators regarding the essential components of grammar lessons.
At EPU, the teaching of grammar to first-year students is predominantly verbal, with one-third of teachers relying solely on explanations followed by textbook exercises Despite this approach, nearly 70% of students express dissatisfaction, indicating a lack of engaging methods in their learning experience Only a small percentage of both teachers (26.65%) and students (17.5%) acknowledge the inclusion of both focused and communicative practices in lessons Furthermore, teachers report that no communicative activities are consistently integrated into grammar instruction, and students confirm the absence of regular participation in such activities While conversation and information gap exercises are occasionally favored by about two-thirds of the teachers, other activities like storytelling, role-playing, and problem-solving are rarely or never conducted, highlighting a significant gap in interactive learning opportunities.
The data indicates a traditional approach to grammar instruction, with a concerning lack of communicative activities among English teachers at EPU After seven years of teaching experience at the university, I have observed that these activities are primarily utilized during the annual Good Teaching competition, rather than in regular classes During this event, teachers selectively choose 8 to 12 students to participate, aiming for optimal performance rather than fostering a comprehensive learning environment.
Many English teachers at EPU refrain from using communicative activities to teach grammar due to various challenges A significant issue highlighted in Table 6 is the difficulty and complexity of preparing visual aids, which 100% of teachers agree requires considerable time and financial resources Informal interviews reveal that over half of the teachers are reluctant to create these materials, citing low salaries and the need to prioritize teaching at language centers over working with non-major English students As a young educator at the university, I observe that those with less than 12 years of experience earn approximately 2 million VND per month, making it challenging for many English teachers, who often face financial strain due to housing costs.
Teaching grammar in the light of Eclectic Approach: Techniques
The current approach to teaching grammar to first-year students at EPU is ineffective, as most instructors rely on traditional methods, while students require an engaging and collaborative classroom environment to effectively apply their learning The implementation of the Communicative Language Teaching Approach is hindered by several factors, including fixed classroom layouts, a lack of teaching aids, overcrowded classes, limited teaching time, and varying student proficiency levels, along with their passive learning habits To address these challenges, it is essential to adopt a more suitable method for teaching English grammar that aligns with students' needs and the actual learning conditions at EPU.
I propose an Eclectic Approach to teaching grammar for first-year students at EPU, which combines various teaching methods to address diverse learning needs This approach integrates the Traditional Method, Audio-Lingual Method, and Communicative Language Teaching Method, utilizing a range of techniques such as grammar explanations, controlled exercises, and the strategic use of the mother tongue and translation Additionally, it incorporates drills from the Audio-Lingual Method and contextualized exercises and activities from the CLT Method, ensuring a comprehensive and adaptable learning experience.
There are a number of important considerations involved when applying techniques and procedures of this eclectic approach to English grammar teaching
Preparation is a crucial stage in the teaching process, as it involves carefully selecting and designing materials that engage students' interests Teachers should create or adapt resources that spark curiosity, relate to learners' life experiences, and encourage critical thinking and creativity It's essential to offer tasks with clear purposes and achievable goals Additionally, incorporating a variety of activities that accommodate diverse learning styles, language levels, and individual language goals is vital for effective lesson planning.
Teachers must provide clear instructions for activities to empower students in their learning process By ensuring that students fully understand the task at hand, educators can foster independence and engagement If needed, teachers can ask a student to reiterate the instructions to confirm comprehension.
Grouping is an effective strategy to mitigate the challenges posed by large classes, particularly by forming small groups that address diverse student goals and varying levels of English fluency This approach not only fosters oral communication through problem-solving and role-playing activities but also enhances student interaction According to Celce-Murcia (1980), the group-work technique aims to achieve three key objectives, with one being the creation of a positive social environment that encourages meaningful student-to-student engagement.
Effective group work in language learning not only helps remediate persistent grammatical errors but also equips students with the tools to enhance their English skills post-course Teachers should encourage collaboration by pre-arranging groups with assigned leaders, rotating these roles to ensure all students participate To maintain engagement, group work should be one of several instructional methods, including whole-class instruction, independent tasks, and pair work It's essential to set a reasonable time frame for group tasks and for teachers to circulate the classroom, monitoring progress and encouraging timely completion Optimal group sizes of four to seven students foster communicative interactions, with structures like wheel or circle patterns enhancing information exchange.
Effective classroom management is crucial for enhancing student learning This involves strategically organizing furniture to ensure easy access to materials for all learners and providing teachers with adequate space to facilitate instruction Additionally, establishing clear rules for classroom activities promotes a structured and productive learning environment.
Teachers are essential in creating a classroom environment that fosters educational activities By sharing power with students, teachers can significantly enhance the learning experience Instead of being the sole focus, teachers should adopt a more supportive role, actively monitoring, encouraging, and participating in various classroom groups, which ultimately leads to a more dynamic and engaging learning atmosphere.
Effective questioning techniques play a crucial role in motivating students to learn English Educators should focus on asking open-ended questions that allow for multiple answers, fostering engagement and interest among students.
3.2 six-step procedure of a grammar lesson in the light of eclectic approach
This method adapts the nine-step grammar lesson format by Paulston and Bruder (1976) to fit the specific teaching and learning environment at EPU, incorporating some modifications The approach includes six steps tailored for an 80-minute class, structured into two 40-minute periods.
To effectively teach structural patterns, students should first encounter them within the context of natural language The textbook New Headway supports this approach by offering various communicative contexts, including dialogues, letters, and stories Teachers can utilize these contexts or create tailored handouts to enhance learning Engaging students with well-planned warm-up questions can boost motivation and focus on the lesson Introducing essential vocabulary through real objects, pictures, actions, or translations is crucial for comprehension Following this, the teacher reads the passage aloud while students follow along, encouraging participation by having students read aloud and allowing time for silent reading.
3.2.2 Step 2: Identification of the Grammar Point
After reading the passage, the teacher guides students to identify its structural pattern by displaying an example on the board Students are then encouraged to locate additional instances of this pattern within the text, specifying their locations by line or paragraph This approach supports struggling learners in recognizing the pattern that they might have missed independently.
At this stage, teachers can encourage students to provide their own examples, reinforcing their understanding of the learned patterns This approach not only solidifies their ability to identify these patterns but also connects them to real-life situations, aligning with the objectives of communicative grammar.
After identifying the key grammar points, the teacher provides an explanation to enhance students' understanding This step focuses on comprehension rather than communication in the target language, allowing the use of the mother tongue To ensure clarity, the teacher poses questions to confirm that students grasp the grammar concepts effectively.
In this step, the students do exercises using what they have learned The exercises may be done orally or in written form progressing from mechanical to communicative ones
These exercises are designed to enhance students' understanding of grammar concepts through activities such as selecting the correct form in a passage or completing sentences Teachers can utilize exercises from students' Exercise Books, but it's crucial to engage students in discussions about their choices during corrections This approach not only deepens their comprehension of the lessons but also encourages the use of the target language for effective communication For optimal results, teachers should motivate students to refrain from using their mother tongue and express their thoughts in the target language.