Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO LEARN ENGLISH GRAMMAR FOR THE SECOND-YEAR NON-ENGLISH MAJOR STUDENTS OF THE FACULTY OF ECONOMICS AT HUNG
HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO LEARN ENGLISH GRAMMAR FOR THE SECOND-YEAR NON-ENGLISH MAJOR STUDENTS OF THE FACULTY OF ECONOMICS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ CÁC HOẠT ĐỘNG ĐỂ HỌC NGỮ PHÁP TIẾNG ANH CHO SINH VIÊN NĂM HAI KHÔNG CHUYÊN NGỮ TẠI KHOA KINH TẾ TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Supervisor: Nguyen Dinh Sinh Student: Luu Thi Trang Student number: 11317072 Hung Yen – 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO LEARN ENGLISH GRAMMAR FOR THE SECOND-YEAR NON-ENGLISH MAJOR STUDENTS OF THE FACULTY OF ECONOMICS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ CÁC HOẠT ĐỘNG ĐỂ HỌC NGỮ PHÁP TIẾNG ANH CHO SINH VIÊN NĂM HAI KHÔNG CHUYÊN NGỮ TẠI KHOA KINH TẾ TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Student: Luu Thi Trang Student number: 11317072 Supervisor: Nguyen Dinh Sinh Hung Yen – 2021 i DECLARATION I certify my authorship of the study report entitled “A study on activities to learn English grammar for the second-year non-English major students of the Faculty of Economics at Hung Yen University of Technology and Education” This graduation paper is the result of my research and the substance of this graduation paper has not been submitted for a degree to any other university or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules Hung Yen, Jun 2021 Luu Thi Trang ii ACKNOWLEDGMENTS During the process of doing this graduation paper, I have received much necessary assistance, precious ideas, and timely encouragement from my teachers, family, and friends This paper could not have been completed without the help, encouragement, and support from several people who all deserve my sincerest gratitude and appreciation First of all, I wish to express my deepest gratitude to my supervisor – Mr Nguyen Dinh Sinh, the English teacher of the Faculty of Foreign Language, who has always been willing to give me valuable advice and suggestions so that I can complete successfully this study I also would like to take this opportunity to show my sincere thanks to all my teachers at the Faculty of Foreign Languages, Hung Yen University of Technology and Education, who have handed me basic knowledge to complete this study I am so thankful to students of QTK17.1 at the Faculty of Economics for their whole-heart participation in the study I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study I am equally indebted to my classmates for their suggestions and encouragement in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper Hung Yen, Jun 2021 Luu Thi Trang iii ABSTRACT Learning English grammar is very important to help students develop four skills: listening, reading, speaking, and writing However, many non-English major students have difficulty with English grammar The study aims at finding English grammar activities for second-year non-English students in the Faculty of Economics at UTEHY Qualitative and quantitative method was used to analyze and to find the solution to the problems The data for the study were collected through a survey questionnaire for 38 second-year non-English major students, and an interview with 05 students voluntarily chosen from the respondents of the questionnaire The study has given out the perceptions, the reality of using activities to learn English grammar, and some suggestions for second-year non-English students These findings were the basis for the research to give some activities to learn English grammar for the second-year non-English major students in the Faculty of Economics at UTEHY to improve their English grammar iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF CHARTS vii CHAPTER 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aim of the study 1.3 Research questions 1.4 Scope of the study 1.5 The method of the study 1.6 Design of the study CHAPTER 2: LITTERATURE REVIEW 2.1 An overview of the English grammar 2.1.1 Definitions of the grammar 2.1.2 The importance of English grammar 2.2 English grammar activities 2.2.1 Definitions of English grammar activities 2.2.2 Classification of English grammar activities 2.2.3 Benefits of English grammar activities 2.2.4 Principles of designing activities to learn English grammar 2.2.5 How to design activities to learn English grammar 2.3 Motivational Factors in learning English grammar 17 2.3.1 Learners’ motivation 17 2.3.2 Learners’ attitudes 17 2.3.3 Learning strategies 18 2.4 Summary 18 CHAPTER 3: THE STUDY 19 3.1 Methods of the study 19 3.1.1 Participants 19 v 3.1.2 Instruments 19 3.1.3 Procedures of data collection 20 3.2 Results and discussions 21 3.2.1 Students' attitudes towards learning English grammar 21 3.2.2 The reality of using activities to learn English grammar for non-English students in the Faculty of Economics at UTEHY 23 3.3 Interviews 26 3.4 Some suggested activities to improve students' English grammar 28 3.4.1 Some suggested English grammar activities to overcome difficulties learning English grammar 28 3.4.2 Some suggested English grammar activities to improve English grammar learning quality 29 CHAPTER 4: CONCLUSION 31 4.1 The summary of the study 31 4.2 Limitations of the study 31 4.3 Suggestions for further study 32 REFERENCES .I APPENDICES III APPENDIX III APPENDIX VII APPENDIX VIII APPENDIX XVIII APPENDIX XXII APPENDIX XXVIII APPENDIX XXXIII APPENDIX XXXIII APPENDIX XXXIII APPENDIX 10 XXXIII vi LIST OF ABBREVIATIONS UTEHY: Hung Yen university of technology and education vii LIST OF CHARTS Table 1: The importance of English grammar……………………………………… 21 Table 2: Students’ reasons for learning English grammar…………………………… 22 Table 3: Students’ perception towards difficulties in learning English grammar…… 22 Chart 1: Co-operative activities……………………………………………………… 23 Chart 2: Competitive activities……………………………………………………… 24 Chart 3: The English grammar activities preference………………………………… 25 Chart 4: The useful English grammar activities……………………………………… 26 CHAPTER 1: INTRODUCTION 1.1 Rationale for the study English is overtly the most common language all over the world Science, technology, industry, travel, sport, medicine, and so on are spoken in English More than that, it is a language of opportunity and success More than 400 million people speak English as their native language and another 700 million use it as their second language, as a matter of fact In the context of Hung Yen University of Technology and Education (UTEHY), many students especially non-English major students in the Faculty of Economics, find it difficult to learn English Many students particularly non-English major students, find it hard to learn English grammar Students face a lot of challenges when they practice speaking English or writing English, such as using wrong grammar, not remember a variety of grammar, and so on Thus, we never stop seeking the most acceptable and reliable ways to teach English grammar and help students develop their knowledge of English grammar In Fact, many students have few opportunities to practice English grammar In the meantime, English grammar is one of the most significant considerations in the learning of a foreign language It is therefore important to establish an opportunity for students to develop English grammar To support non-English major students at the Faculty of Economics at Hung Yen University of Technology and Education (UTEHY) to produce and use English in the correct way The practices in English grammar are known to be an important tool for them English grammar exercises offer learners useful chances to assess what they have learned in real-world environments Besides, it can be very beneficial to motivate students to use it as an aspect of fun Finally, English grammar activities could be useful for students at various stages It may also be said that the leveraging of events is a successful means of developing English grammar for second-year non-English major students at the Faculty of Economics at UTEHY These factors have given the author the concept of carrying out a XXXVIII Come and sit with us There's She knows a lot, but she still has It's an interesting town to visit There I'm sure we'll find somewhere to stay III Put in much/many/few/little (one word only) She isn't very popular She has few friends Ann is very busy these days She has free time Did you take photographs when you were on holiday? I'm not very busy today I haven't got to This is a very modern city There are old building The weather has been very dry recently We've had rain "Do you know Rome?" "No, I haven't been there for years." https://hochay.com/luyen-thi-toeic/sach-ngu-phap-luyen-thi-toeic-unit-73-much-manylittle-few-a-lot-plenty-hoc-hay-383.html XXXIX APPENDIX Script for lesson Pass simple tense STT Activities Find Step - someone who Prepare Divide students into group of Make copy of worksheet (hand or people - Give each students a copy of the out 1) handout - Tell the students that they are going to practice asking and answering question with (was) and (were) - Go through the items on the worksheet and have the students form a “Were you…?” question for each one - When all the items have been reviewed, the students go around the class asking the questions to one another E.g “Were you asleep at o’clock this morning?” - When a student finds someone who answers “Yes, I was”, they write down that person’s name in the corresponding column next to the item - The student then asks a followup question and notes down the answer in the last column E.g Time 15’ XL “what time did you wake up?” - It is important to tell the students that they can only have the same name once or twice) This is encourage the students to speak to as many different partners as possible - When everyone has finished, get feedback by asking the students questions with “Who…?”, e.g “Who was asleep at o’clock this morning?” Board game - Divide the students into groups Make copy of of three or four - worksheet (hand Give each group a copy of the out and 3) for game board, a set of true or false each student cards, a dice and counters - Ask the students to shuffle the cards and place them face down in a pile next to the game board Nominate one student in each group to keep score - The players place their counters on the start square The players the take it in turns to roll the dice and move their counters along the board - When a player lands on a square, they pick up a true or false card from the pile and look at it, without showing anymore 20’ XLI - The player the answers the question on the square using “was” or “were” by giving either true or false information as indicate on the card - When the player has answered the question, the other students ask follow up questions to determine if the player is lying or telling the truth - After a few questions have been answered, the other students guess whether the player’s answer is true or false - The next player then rolls the dice and so on XLII Lesson – Handout Find someone who was Name More information …asleep at o’clock this morning …with friends last Friday night …at home on Sunday afternoon …on holiday last August …lucky last week …in the shower at o’clok this morning …in bed at 11 o’clock last night …at the gym on Saturday morning …tried on Monday morning …at a restaurant last night …at school/work at o’clock this morning …with their family last Sunday …born in this town/city https://www.teach-this.com/grammar-activities-worksheets XLIII Lesson – Handout Were you What was Where were Were your Who was Finish sick last your first you last parents strict your favorite month? computer night? when you teacher and like? were young? why? Where were you last New Year’s Eve? What was your country like when you were a child? What was the name of your first pet? What bands were popular when you were young? What was Were you the best meal late to class you ate last week? recently? What was your favourite toy when you were a child? Who your crush? How were What was you feeling your yesterday? favourite game as a child? Where were When was How you last the last were Saturday public? five afternoon? ago? was first old Were you you asleep at years eleven o’clock last night? When were you born? What was Were you your busy favourite TV yesterday? show last year? What was your favourite sport when you were young? Who was What was Start absent from the weather the last like class? yesterday? https://www.teach-this.com/grammar-activities-worksheets XLIV Lesson – Handout Give a true answer Give a false answer Give a false answer Give a false answer Give a false answer Give a false answer Give a false answer Give a false answer Give a false answer Give a false answer XLV APPENDIX Script for lesson Comparative adjectives STT Activities Comparative Step - survey Prepare Explain that the students are Make copy of going to conduct a class survey worksheet (hand to comparative out 1) and cut it practice indicated adjectives - Demonstrate the activity by writing the following question on the board: - Which you think are…(good), book dictionaries or electronic dictionaries? - Elicit the comparative form of the adjective in brackets and write it in the space, i.e better - Then go around asking the students the question and have them answer in the sentence - Next give student a question card (Handout 1) - The students begin completing the question on the card with comparative form of the word - When the students have spoken to everyone in the class, the have to write a short summary - Finally, they report back to the class on their survey Time 15’ XLVI Think of - word Divide the students into teams of three or four - Give each team a pen and paper for writing - Start the game by writing and example noun on the board, e.g piano - Next, write up each numbered item below on the board and elicit suggested answers from the students Something bigger than a piano, e.g a bus Something smaller than a piano, e.g a pen A verb that goes with piano, e.g play A word that comes earlier in the dictionary than piano, e.g eat A longer word beginning with the same letter, e.g big And adjective to describe a piano, e.g black - The next explain that the students are going to play a game where they race to write answers for the items on the board - The team with the most point ar the end of the game wins 20’ XLVII Lesson 7- Handout Which country you think is…….(cold) Which language you think is … (easy) in the winter, Russia or Iceland? to learn, English or your first language? Which animal you think is… (fast), a Which country you think is….(far) zebra or an ostrich? from the North Pole, Italy or Turkey? Which age group you think is Which you think is…(heavy), seven … (happy), people under 25 or people pounds or three kilograms? over 50? Which country you think is … (hot) Which you think……(heavy), seven in the summer, India or Egypt? pounds or three kilograms? Which you think… (safe), travelling Which you think is… (bad) for your by trains or travelling by bus? health, sugar or fried food? Which animal you think Which you think is ….(important), is… (dangerous), a lion or a poisonous friendship or money? snake? Which you think are….(entertaining), Which you think is ….(useful), a action movies or comedies? laptop or a mobile phone? https://www.teach-this.com/grammar-activities-worksheets XLVIII APPENDIX 10 Script for lesson Present continuous STT Activities Fun memory Step - game Prepare Divide the students into pairs and Make copy of give each pair a set of picture worksheet (hand out 1) and cut it cards - Tell the students to shuffle the indicated card and spread them out face down on the desk - Explain that the students are going to play pelmanism game where they take it turns to turn over picture cards and make sentences in the present continuous - The students need to remember the position of the pictures to help them win the game - The student then turns over another card - If the activity on the second card matches with the first card, the student makes a present continuous sentence about the second picture, e.g “she’s riding a bicycle” - The student the keeps the pair of cards and has another turn - If the cards don’t match, the Time 20’ XLIX student turns the two cards back over, keeping them in the same place - Afterwards, have the students show you their matching cards and make present continuous sentences to review their answers Positives and - Negatives Give each student a copy of the Make copy of worksheet (hand worksheet - Tell the students to find 20 verbs out 2) for each in the word search and write student them in the spaces provided - When the students have finished, check the verbs with the class - After that the students use the verbs to complete positive and negative present continuous sentences The first part of each sentence is negative and the second part is positive When the students have finished, check the answers as a class 15’ L Lesson – Handout LI https://www.teach-this.com/grammar-activities-worksheets LII Lesson – Handout Q S I N G H A V E Y W S W I M R P O A D A D R I V E J H T R L A I D T A K E F I K S D G J D A S K N Z L E K W A T C H K C O O K C L E A N T X K I C K G W A S H B C V L I S T E N X P L A Y S M A K E W N K H R E E T E L L …………… …………… …………… 10 ………… 13 …………… …………… …………… …………… 11 …………… 14 …………… …………… …………… …………… 12 ………… 15 …………… https://www.teach-this.com/grammar-activities-worksheets