Investigating english grammar learning strategies of high school students in cities and towns in thanh hoa province

Trang 1 HONG ĐUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES Investigating English Grammar Learning Strategies of High School Students in cities and towns in Thanh Hoa province Submitted in

HONG ĐUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES Investigating English Grammar Learning Strategies of High School Students in cities and towns in Thanh Hoa province Submitted in partial fulfillment of the requirements of the Degree of Bachelor of Arts in English Language Student: Pham Van Tra Student ID No.: 1967010067 Class: K22B – English Teaching Supervisor: MA Nguyen Thi Viet Thanh Hoa, 2023 TABLE OF CONTENTS Page TABLE OF CONTENTS 0 ABSTRACT 3 ACKNOWLEDGEMENTS 4 LIST OF ABBREVIATIONS 5 LIST OF TABLES AND FIGURES 6 PART I: INTRODUCTION 7 1 Rationale 7 2 Aims of the study 8 3 Research questions 9 4 Scope of the study 9 5 Research methodology 9 6 Structure of the study 9 PART II: DEVELOPMENT 12 CHAPTER 1: THEORETICAL BACKGROUND 12 1 Theoretical basis of grammar learning strategies 12 1.1 The concept of grammar learning strategy 12 1.1.1 Grammar Learning 12 1.1.2 Language learning strategies 13 1.2 The importance and significance of the grammar strategies used 12 1.3 The Classification of Grammar Learning Strategies 16 1.4 The Language Learning Strategies Used Between Gender…………….17 2 Practical basis for research, studies on English grammar strategies of high school students abroad Error! Bookmark not defined 3 Objectives of the English program for high school students 28 CHAPTER 2: METHODOLOGY 30 1 Participants and purposes of the survey questionnaire 30 2 Data analysis 30 3 The questionnaire used for the present study 31 CHAPTER 3: FINDINGS AND DISCUSSION 36 1 English grammar strategies used by the 12th graders 36 1.1.Overall English grammar strategies used by 12th graders in Town and City areas in Thanh Hoa province 36 1 1.2 Frequency of use of Grammar learning strategies and groups of grammar strategies 42 1.3 The difference in the use of grammar learning strategies by 12th grade students male and female in city and town in Thanh Hoa province 44 2 Discussion 46 PART III: CONCLUSION 50 1 Conclusion 50 2 Recommendations 52 REFERENCES 55 2 ABSTRACT Grammar is necessary to produce appropriate and meaningful linguistic accuracy, because correct language use should not be separated from communicative competence for communicative purposes (Larsen-Freeman, 1991) As English learners, their level of language ability depends on their mastery of grammar, because knowledge of grammar is the basis of communicative competence The grammar instruction system is supported by communicative competence, which requires learners to know grammar rules and how to use those rules in communication The three purposes of this article are: (1) Find out the English grammar learning strategies used by 12th graders in town and city areas.(2) Find out which English grammar learning strategies are most used by 12th graders in town and city and which English grammar learning strategies are used the least.(3) Research to find out the difference in the use of grammar strategies by 12th grade male and female in city and town in Thanh Hoa province Quantitative data were collected from 12th graders (n=156) using a five-point Likert scale questionnaire, through analysis by procedural qualitative coding The findings demonstrated that 12th grade students in towns and cities in Thanh Hoa province had average GLS usage overall The strategy GLS is used to support the production and understanding of grammar in communication is used the most, while the strategy GLS is used to develop knowledge of grammar is used sparingly The results of the study also show that male and female students in the class have differences in the use of grammar learning strategies, specifically in 4 groups of strategies: the group of metacognitive strategies; awareness for communication purposes, improved grammar knowledge; and the group of social communication tactics and there was only no difference in the two strategic groups, which were error reduction and emotion control tactics Thus, this study shows that overall EGLS usage among boys and girls is not correlated 3 ACKNOWLEDGEMENTS First and foremost, I would want to express my gratitude to Ms Nguyen Thi Viet, my passionate thesis adviser, for her support and guidance Her concern and open-mindedness have been a fantastic source of inspiration and advice for me It would have been tough to complete my graduation paper without her assistance Furthermore, I would not have been able to complete my thesis without the invaluable assistance of the administrators, teachers, and students at three schools: Bim Son High School, Ham Rong High School, Dao Duy Tu High School - locations The survey has created all the most favorable conditions for my survey to go smoothly and get the expected results Despite many efforts, due to limited time and research conditions, therefore, in this topic, it is inevitable that there are shortcomings I hope that the teachers, those who are interested in the topic, and friends will continue to provide suggestions and help to improve the topic I would also like to express my gratitude to all of the teachers at Hong Duc University's Faculty of Foreign Languages, who provided useful lectures, helpful support, and encouragement throughout my four years of study I'd want to express my gratitude for everything you've done for me Last but not least, my thankfulness to my family and friends is immeasurable They have provided me with a great deal of support, direction, and encouragement during the process of writing my graduation paper Thanh Hoa, May, 2023 PHAM VAN TRA 4 No Abbreviation LIST OF ABBREVIATIONS 1 eg English full name For example 2 & And Grammar learning strategies 3 GLS Language learning strategies English Grammar Learning Strategies 4 LLS Statistical Package for the Social Sciences Search Engine Marketing 5 EGLS Teaching English to Speakers of Other Languages 6 SPSS 7 SEM 8 TESOL 5 LIST OF TABLES AND FIGURES No Name Content Englishgrammar learning strategies by Duculescu (2023) 1 Table 1 Strategies used to learn grammar 2 Table 2 Frequency of using groups of grammar learning strategies Analytical results of independent sample T-test 3 Table 3 Gender differences in the use of grammar learning strategies 4 Table 4 Statistical analysis between 12th grade male and female students using computers 5 Table 5 6 PART I: INTRODUCTION 1 Rationale In the context that the country is in the process of integration and development, the ability to communicate in English makes a significant contribution to shaping the lifestyle and future orientation for all citizens, especially the younger generation In communication, a grammatically correct expression will make the conversation more interesting and exciting No one likes to have a conversation with someone who has to constantly interrupt the conversation to ask again what he or she wants to talk about Therefore, in communication, poor grammar will cause discomfort and bring bad emotions to the opposite person As for the study of grammar learning strategies (GLS), more than a decade after the turn of the 21st century, Pawlak (2012b) states that "research on grammar learning strategies is still in its infancy " partly due to the "blatant scarcity of appropriate empirical investigations" (p 267) Yang (1998) emphasizes that language learning strategies (LLS) are required by learners for success and autonomy in a learner-centered approach Therefore, how learners process new information and the strategies that learners use to learn, understand or remember have become of interest to linguists (Park, 2005) Learners use LLS as a tool to develop communication and language skills (Oxford, 1990) Successful learners use a variety of strategies to solve problems they face while acquiring or creating language (Oxford, 1990) O'Malley and Chamot (1990) proposed that LLS and grammar can be connected because LLS is less efficient without knowledge of grammar (Cohen, 1998) Therefore, LLS enhances learners' grammar knowledge when they consciously use LLS in learning grammar Although research on strategies has received a lot of attention in recent decades, very little research on this topic has been conducted in Vietnam, especially among high school students High school students today are gradually realizing the importance of learning English grammar However, the current 7 situation shows that many students still have difficulties with learning grammar, such as many complex grammatical structures, many long and difficult grammar topics, difficulty to remember, forming poor study habits, low ability to master knowledge, etc High school students today still have many difficulties with learning English in general and in learning grammar in particular Therefore, the study decided to explore further what strategies are currently being used by high school students in the Town and City high schools in Thanh Hoa province to improve their grammar learning ability Currently, supplementing and improving English grammar plays a very important role in promoting the quality of English learning by high school students as well as to improve the quality of education, especially in exams Therefore, this study was conducted to find out the grammar learning strategies that are being used by students of high schools in the Town and City areas in Thanh Hoa province in order to create a premise and contribute more resources data for the research community on the quality development of grammar learning of high school students in the current context in Vietnam The study simultaneously explores the grammar learning performance and English grammar learning strategies of students in high schools in the town and city in Thanh Hoa province 2 Aims of the study The study's goals are to: Find out the English grammar learning strategies used by 12th graders in town and city areas Find out which English grammar learning strategies are most used by 12th graders in town and city and which English grammar learning strategies are used the least Research to find out the difference in the use of grammar strategies by 12th grade males and females in city and town in Thanh Hoa province 8 3 Research questions The following questions are based on the previously described issue statement: Research question 1: What strategies do 12th- graders in the City and Town areas use to learn grammar? Research question 2: Which group of strategies are used by 12th graders in the City and Town areas to learn grammar the most and the least? Research question 3: Is there a difference in the use of grammar learning strategies by 12th- grade males and females in city and town in Thanh Hoa province? 4 Scope of the study This research looked at English grammar learning strategies of grade 12 students in city and town in Thanh Hoa province Furthermore, the findings are confined to studying students in high school, and these findings may have an influence on the generalization of these findings to the greater population of all students, as well as serve as references for anyone who wants to teach or learn English 5 Research methodology The present study used a quantitative method, with the use of a questionnaire to collect data on English grammar strategies used by school grade 12 students Descriptive statistics were conducted, using Excel and SPSS software to calculate mean, standard deviation and T-test and other relevant information 6 Structure of the study The research is broken down into three parts: PART I: INTRODUCTION 1 Rationale 2 Aims of the study 9