the implementation of consciousness-raising technique on grammar teaching to a class of second-year non-major students at hanoi national university of education

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES -*** - TA THANH BINH THE IMPLEMENTATION OF CONSCIOUSNESS-RAISING TECHNIQUE ON GRAMMAR TEACHING TO A CLASS OF SECOND-YEAR NON-MAJOR STUDENTS AT HANOI NATIONAL UNVIERSITY OF EDUCATION: A CASE STUDY (Vận dụng thủ thuật xây dựng nhận thức ý nghĩa việc dạy ngữ pháp cho lớp sinh viên năm thứ hai không chuyên Trường Đại Học Sư Phạm Hà Nội: Điển cứu) PROGRAM I M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60 14 10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES -*** - TA THANH BINH THE IMPLEMENTATION OF CONSCIOUSNESS-RAISING TECHNIQUE ON GRAMMAR TEACHING TO A CLASS OF SECOND-YEAR NON-MAJOR STUDENTS AT HANOI NATIONAL UNVIERSITY OF EDUCATION: A CASE STUDY (Vận dụng thủ thuật xây dựng nhận thức ý nghĩa việc dạy ngữ pháp cho lớp sinh viên năm thứ hai không chuyên Trường Đại Học Sư Phạm Hà Nội: Điển cứu) PROGRAM I M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Phung Ha Thanh, M.A Hanoi, 2010 iv TABLE OF CONTENT INTRODUCTION .1 1.1 Rationales of the study 1.2 Research problems and questions .2 1.3 Scope of the study .3 1.4 Methodology of the study 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER 1: LITERATURE REVIEW 1.1 Different approaches to grammar teaching 1.1.1 Zero-grammar approach versus form-focused approaches 1.1.2 Deductive versus inductive approach 1.2 Consciousness-raising 1.2.1 The concept of consciousness-raising 1.2.2 Characteristics of consciousness-raising 1.2.3 Consciousness-raising in relation to different approaches to grammar teaching 10 1.2.4 Consciousness-raising versus practice 11 1.2.4.1 The role of practice in second language teaching 11 1.2.4.2 The role of consciousness-raising in second language learning 12 1.3 Studies on learners’ preferences to inductive consciousness-raising tasks 13 1.4 Studies on effectiveness of inductive consciousness-raising tasks 14 CHAPTER 2: METHODOLOGY .15 2.1 The context and subjects .15 2.1.1 Teaching context 15 2.1.2 The subjects of the study .16 2.1.2 The researcher role .17 2.2 Procedure 17 2.2.1 Pre-treatment questionnaire 17 2.2.2 The treatment .18 v 2.2.3 Collection of worksheets .19 2.2.4 Post-treatment questionnaire 19 2.2.5 Data analysis 20 CHAPTER 3: FINDINGS AND DISCUSSIONS .21 3.1 Which types of learning (the inductive consciousness-raising or the deductive approach) did the students prefer before and after the implementation? 21 3.2 What are the possible reasons for their preferences? 21 3.2.1 Reasons for the preference of deductive learning 22 3.2.2 Reasons for the preference of inductive consciousness-raising 23 3.3 How different were students’ evaluations on inductive consciousness-raising and deductive learning? 23 3.3.1 In terms of interestingness .24 3.3.2 In terms of difficulty 24 3.3.3 In terms of usefulness 25 3.4 What were students’ opinions about learning grammar rules without practice? 25 3.5 To what extent did students succeed in discovering the target rules? .26 3.5.1 Success rates from the analysis of worksheets 26 3.5.2 Success rates from the analysis of students’ self-reflection 28 3.5.3 Failure rates in comparison 29 3.5.4 Reasons for failure .30 3.5.5 Success rates and the difficulty degrees in comparison .31 3.6 To what extend, did they remember the rules that they had discovered by themselves? 31 3.6.1 Test results 31 3.6.2 Test results and success rates in comparison .32 CONCLUSION AND PEDAGOGICAL IMPLICATIONS .33 A Summary of main findings 34 B Implications 35 C Limitations and suggestions for further research 36 REFERENCES 38 APPENDICES vi LIST OF TABLES AND CHARTS Title Page Table Reasons for students’ preferences 21 Table Subjects’ evaluations on the two types of learning in terms of 24 interestingness Table Subjects’ evaluations on the two types of learning with regards to 24 difficulty Table Subjects’ evaluations on the two types of learning with regards to 25 usefulness Table Students’ opinions about learning without practice 25 Table Students’ success rates in discovering rules 26 Table Rule discovering failure rates in comparison 29 Table Success rates of rule discovering and the difficulty degrees in 31 comparison Table Test results and success rates in comparison 32 Chart Students’ success rate in discovering rules 27 Chart Students’ self-reflection on their rules discovering 28 INTRODUCTION Rationales of the study According to Ellis (2006: 101), grammar has held and continues to hold a central place in language teaching Indeed, grammar has played an important part in language education, explaining why grammar still has occupied a considerable space in current language course-book materials Moreover, the question of how grammar should be approached has been in the arena for discussion for a century, proving that teaching grammar is a matter of great concern by second language theorists In practice, a great amount of time in language teaching syllabuses has also been spent on grammar; and to many teachers teaching a language mainly involves dealing with its grammar In Vietnam, the approach to grammar teaching that has been favoured by most teachers of English is the deductive one, where teachers play the role of knowledge providers and learners’ role is limited to receivers Such way of teaching grammar is not only tiring for teachers for they have to spend most of lesson time talking, presenting, explaining, and correcting grammar practice exercises, but learners also find it boring to attend long-lasting lessons in silence More importantly, deductive teaching does not foster learners’ autonomy because of its teacher-led quality As a result of the deficit in self-studying skills, learners have to depend greatly on the teacher for the main source knowledge, thus restricting their learning success Using inductive consciousness-raising tasks in teaching grammar rules is one of the possible solutions to the problems discussed above, because it not only relieve teachers from the burden of speaking, enhance learners’ autonomy and create motivating learning environment but it is also expected to be effective in terms of explicit knowledge gains and retention In an inductive grammar lesson, learners actively work with one another most of the time and the teacher just interferes when help is needed, hence enabling him/her to save a great deal of energy for presentation Moreover, consciousness-raising tasks require learners to discover grammar rules for themselves; thus encouraging learners’ autonomy in the sense that if learners can find out rules for themselves then they are making significant steps towards being self-reliant and independent Furthermore, inductive consciousness-raising involves problem-solving activities, which are believed to be stimulating and motivating to the majority of learners In terms of effectiveness, inductive learning involves great mental effort, and learners are actively engaged in the meaning-making process, consequently they are more attentive and attain greater retention of the knowledge acquired Though grammatical consciousness-raising tasks have a firm base in second language acquisition research and have become popular among theorists, they have not been widely used by practitioners There are several reasons accounting for this fact Some teachers are afraid that learners may not prefer the idea of discovering rules by themselves for they normally expect to get knowledge from their teachers Some project that learners may feel frustrated when learning without practice Others are concerned if inductive consciousness-raising is effective for learners with low levels of English because it is suggested by some researchers that learners need enough proficiency to perform consciousness-raising tasks This paper describes a study to investigate whether this expectation has any basis Research problems and questions The study purposes to investigate learners’ preferences between the inductive conscious-raising and the traditional deductive approach to grammar teaching, reasons for their liking, their evaluations on two types of learning, their opinions regarding learning without practice, and the effectiveness of inductive consciousness-raising tasks Specifically, the study aims to address the following questions: 1) Which types of learning (the inductive consciousness-raising or the deductive approach) did the students prefer before and after the implementation? 2) What are the possible reasons for their preferences? 3) How different were students’ evaluations on inductive consciousness-raising and deductive learning? 4) What were students’ opinions about learning grammar rules without practice? 5) To what extent did students succeed in discovering the target rules? 6) To what extend, did they remember the rules that they had discovered by themselves? Scope of the study Consciousness-raising is a broad idea which can be applied to various fields of teaching and consciousness-raising itself can be either inductive or deductive The consciousness-raising implemented in this study is grammatical consciousness-raising, which is conducted inductively through six hypothesis making and testing steps The implementation of consciousness-raising tasks, takes place within three lessons of grammar The first two lessons involve the rules of meaning regarding present continuous tense and modal verb “would” The third lesson deals with formal rules of indirect question The study primarily focuses on studying grammatical conscious-raising from learners’ perspectives It also investigates how effective grammatical consciousnessraising is The two aspects of effectiveness investigated are learners’ ability to discover the target grammar rules and their retention of explicit knowledge after the implementation The subjects in focus are undergraduate students having the pre-intermediate level of proficiency in English They are English non-major students at Hanoi National University of Education Methodology of the study This is a study on grammatical consciousness-raising from learners’ perspective The subjects were a group of twenty-nine English non-major undergraduate students whose levels of English were pre-intermediate or below The implementation of three grammar lessons with consciousness-raising tasks was conducted in three consecutive weeks Data were collected before and after the implementation from pre-treatment and post-treatment questionnaires An additional data collection tool was a collection of students’ worksheets The type of data analysis used in this study was descriptive statistics Significance of the study In the first place, the research is expected to intensify the researcher’s understanding of grammatical consciousness-raising, thus improving her own teaching quality Secondly, it is hoped to inspire other teachers of English to carry out further investigations into consciousness-raising, so that it can be employed effectively and widely in English language teaching Organization of the thesis The first part, Introduction, briefly introduce the rationales, research questions, methodology, scope and significance of the study The main part of this paper is designed with three chapters as follows: Chapter 1, the Literature Review, offers the theoretical background to this study by reviewing different approaches to grammar teaching and discussing a number of studies on learners’ preferences and effectiveness of grammatical consciousness-raising Chapter 2, the Methodology, reports the design of the study, the subjects, the data collection instruments used for this study and the statistical method to analyze the data Chapter 3, the Findings and Discussion, provides an analysis of the data, the interpretation of the results and discusses some prominent issues arising from the study results The last part, Conclusion, draws pedagogical implications including a number of recommendations for university teachers of English to use consciousness-raising tasks in teaching grammar rules It also points out some limitations of the study and suggestions for further investigations CHAPTER 1: LITERATURE REVIEW 1.1 Different approaches to grammar teaching According to Ellis (2002:167), the two main questions which have been debated in the field of language pedagogy are: 1) Should we teach grammar at all? 2) If we should teach grammar, how should we teach it? The differences among various approaches to grammar teaching stem from how they address these two above questions 1.1.1 Zero-grammar approach and form-focused approaches Ellis (1985: 229) introduced three possible explanations for the first question: 1) the non-interface position; 2) the interface position and 3) the variability position The non-interface position advanced by Krashen (Ellis, 1985: 229) distinguishes two types of knowledge: learnt knowledge and acquired knowledge Krashen (1982) (in Ellis, 2002: 167) maintains that “formal instruction in grammar will not contribute to the development of acquired knowledge - the knowledge needed to participate in authentic communication”; therefore, there is no point in grammar teaching On the contrary, the interface position lends credence to grammar teaching because these two types of knowledge are not entirely separate (Ellis, 1985: 234) A weak interface position which has been proposed by Seliger (1979) (in Ellis, 1985:234) states that formal instruction facilitates acquisition Seliger believes the learnt knowledge of grammar rule may make the internalization of the rule easier and may facilitate the use of features which are acquired, but still only “shadow” (in Ellis, 1985: 234) A strong interface position states that two types of knowledge can interact, and explicit knowledge (learnt knowledge) can turn into implicit knowledge (acquired knowledge) through practice (Ellis, 1985: 235) The variability position holds the idea that different kinds of knowledge are used in different types of language performance; for example, formal instruction presumably 40 Rutherford, W E & Sharwood-Smith M (1988) Grammar and Second Language Teaching, Newbury House, New York Schmidt R (1990), “The role of consciousness in second language learning”, Applied Linguistics, Vol.11, pp 129- 158 Seliger H (1979), “On the Nature and Function of Language Rules in Language Teaching”, TESOL Quarterly, Vol 13, pp 359- 369 Sharwood-Smith M (1981), “Consciousness-raising and the second language learner”, Applied Linguistics, Vol 11 (2), pp 159- 168 Sheen R (1992), “Problem Solving Brought to Task”, RELC Journal, Vol 23 (2), pp 44- 59 Thornbury, S (1999), How to teach grammar, Pearson Education Limited, Harlow Widodo H., “Approaches and procedures for teaching grammar English teaching”, Practice and Critique, May 2006, Vol.5 (1), pp 122- 141, (retrieved from http://education.waikato.ac.nz/research/files/etpc/2006v5n1nar1.pdf pp 122-141) Willis D and Willis J (1996), “Consciousness-raising activities”, in Willis D and Willis J (Eds.), Challenge and change in language teaching, pp 63-76, Heinemann, Oxford Yip V (1994), “Grammatical consciousness-raising and learnability”, in Odlin T (Ed.), Perspectives on Pedagogical Grammar, Cambridge University Press, Cambridge I APPENDIX 1: PRE-TREATMENT QUESTIONNAIRE BẢNG CÂU HỎI ĐIỀU TRA VIỆC HỌC NGỮ PHÁP TIẾNG ANH Bảng câu hỏi điều tra phục vụ cho luận văn thạc sỹ Các câu hỏi biên soạn nhằm điều tra việc học ngữ pháp bạn trước đây, đánh giá bạn phương pháp giảng dạy ngữ pháp mà bạn thường xuyên tiếp xúc nhất, hỏi xem hai qui trình dạy ngữ pháp diễn dịch qui nạp bạn thích cách Ngồi ra, điều tra này, cịn có số cầu hỏi kiểm tra số kiến thức ngữ pháp bạn Mọi thông tin cá nhân bạn giữ bí mật 1.Các giáo viên Tiếng Anh bạn trước thường tiến hành dạy ngữ pháp nào? Các lựa chon đưa ba cách tiến hành dạy ngữ pháp Hãy đánh giá lựa chọn sở mức độ bạn thường xuyên tiếp xúc, đánh số cho phương án bạn thường tiếp xúc nhất, đánh số cho phương án bạn tiếp xúc nhất, cho phương án A Giáo viên viết cấu trúc câu, giải thích ý nghĩa cách sử dụng nó, đưa ví dụ, yêu cầu học sinh làm luyện tập, sau tổ chức số hoạt động giúp học sinh sử dụng cấu trúc vừa học B Giáo viên cho học sinh nghe đọc khóa, trích số ví dụ từ khóa, xây dựng qui tắc ngữ pháp từ ví dụ đó, giải thích qui tắc ngữ pháp đưa thêm số ví dụ khác, sau cho học sinh làm luyện tập C Giáo viên cho học sinh làm số hoạt động (nói, nghe đọc) nhằm gợi ý hướng dẫn học sinh tự tìm qui tắc ngữ pháp, sau giúp học sinh tự chỉnh sửa qui tắc ngữ pháp (Khơng có thời gian dành cho luyện tập) Bạn đánh giá cách học ngữ pháp mà bạn thường xuyên tiếp xúc bạn lựa chọn trên ba phương diện sau: Độ thú vị Độ khó Độ hữu dụng thú vị khó hữu ích thú vị khó hữu ích tẻ nhạt dễ khơng hữu ích tẻ nhạt dễ hoàn tồn vơ ích II Cách học bạn thích hơn? tơi thích nghe giáo viên giảng giải qui tắc ngữ pháp sau luyện tập sử dụng qui tắc vừa học tơi thích thực hoạt động đọc nghe trước, sau tự tìm qui tắc ngữ pháp dựa phân tích câu mẫu trích từ đọc Hãy tích vào tất đáp án hợp lý: Chúng ta sử dụng thời tiếp diễn để: nói việc xảy thời điểm diễn tả định miêu tả hành động lặp lặp lại miêu tả trạng thái tạm thời miêu tả kế hoạch, đặt cho tương lai đưa đốn Hãy tích vào tất đáp án hợp lý: Chúng ta dùng “would” để: đưa đề nghị lịch nói kế hoạch tương lai nói thói quen q khứ nói tình tưởng tượng khơng thể xảy nói dự định, đặt tương lai Hãy viết hai ví dụ “câu hỏi gián tiếp”: ………………………………………………………………………………………… …………………………………………………………………………………… XIN CẢM ƠN III APPENDIX 2: POST-TREATMENT QUESTIONNAIRE BẢN CÂU HỎI ĐIỂU TRA HIỆU QUẢ CỦA CÁC BÀI HỌC NGỨ PHÁP Bản điều tra biên soạn nhằm lấy ý kiến bạn ba ngữ pháp mà bạn u cầu tìm qui tắc ngữ pháp dựa hoạt động khơi gợi nhận thức Bạn hỏi ý kiến việc thích học ngữ pháp theo cách hay cách dạy truyền thống Ngoài điều tra cịn có số câu hỏi nhằm kiểm tra xem bạn có nhớ qui tắc ngữ pháp mà bạn học ba vừa qua Hãy đọc kỹ câu hỏi thông tin hướng dẫn đưa câu trả lời Mọi thơng tin danh tính bạn không tiết lộ 1.Trong ba học vừa qua, bạn làm số hoạt động đọc, nghe nói, sau thử tự tìm qui tắc ngữ pháp dựa vào câu hỏi gợi ý Bạn đánh giá cách học ngữ pháp phương diện sau: Độ thú vị Độ khó Độ hữu ích thú vị khó hữu ích thú vị khó hữu ích tẻ nhạt dễ khơng hữu ích tẻ nhạt dễ hồn tồn vơ ích Cách học bạn thích hơn? Tích vào hai phương án sau: tơi thích nghe giáo viên giảng giải qui tắc ngữ pháp sau luyện tập sử dụng qui tắc vừa học tơi thích thực hoạt động đọc, nghe nói trước, sau tự tìm qui tắc ngữ pháp dựa phân tích đọc nghe Hãy đưa lý cho quan điểm bạn, bạn tích vào nhiều lựa chọn phương án sau, bạn có thêm lý khác viết khoảng trống bên dưới: học theo cách rõ ràng dễ theo giõi IV học theo cách dễ nắm qui tắc ngữ pháp học theo cách giúp dễ nhớ qui tắc ngữ pháp học theo cách thú vị học theo cách hữu ích giúp bạn sử dụng qui tắc ngữ pháp học theo cách giúp bạn làm kiểm tra tốt Ý kiến khác……………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Đọc kỹ quan điểm sau việc học ngữ pháp Tiếng Anh Hãy cho biết mức độ đồng ý hay không đồng ý bạn với quan điểm cách tích vào phương án trả lời thích hợp A “Chúng ta hồn tồn học kiến thức ngữ pháp cách ý đến cấu trúc hình thành nhận thức đầu qui luật sử dụng cấu trúc Khơng cần thiết phải luyện tập sử dụng cấu trúc đó.” hồn tồn đồng ý đồng ý không chắn khơng đồng ý hồn tồn phản đối B “Để học cách sử dụng cấu trúc ngữ pháp cách tự nhiên xác, cần thiết phải luyện tập Khó học cấu trúc ngữ pháp khơng có luyện tập.” hoàn toàn đồng ý đồng ý không chắn không đồng ý hoàn toàn phản đối V Bạn làm việc ba học vừa qua? Bạn tự tìm qui tắc ngữ pháp, phải có giúp từ bạn bè giáo viên bạn tìm biết qui tắc ngữ pháp? Hãy tích vào đáp án phù hợp học a Bài học vê “thời tiếp diễn”: Tơi tự tìm qui tắc Tơi tìm qui tắc với giúp đỡ bạn lớp Tơi khơng thể tìm qui tắc Chỉ cô giáo đưa qui tắc, biết Tôi biết qui tắc trước học b Bài học “would”: Tơi tự tìm qui tắc Tơi tìm qui tắc với giúp đỡ bạn lớp Tôi khơng thể tìm qui tắc Chỉ giáo đưa qui tắc, biết Tơi biết qui tắc trước học c Bài học “câu hỏi gián tiếp”: Tơi tự tìm qui tắc Tơi tìm qui tắc với giúp đỡ bạn lớp Tơi khơng thể tìm qui tắc Chỉ cô giáo đưa qui tắc, biết Tôi biết qui tắc trước học Hãy xem xét ví dụ bên điền vào khoảng trống bảng qui tắc cách sử dụng thời tiếp diễn sau với ví dụ phù hợp The present continuous tense is used a) to say what is happening at the moment Ví dụ: _ b) to describe a temporary state Ví dụ: : _ c) to describe a future arrangement Ví dụ: : _ VI Ví dụ:1) I am answering a questionnaire 2) I am staying at the University hostel 3) I am going home next Saturday Hãy xem xét ví dụ bên điền vào khoảng trống bảng qui tắc sử dụng “would” sau với ví dụ phù hợp We used “would” to a) talk about past habits Ví dụ: : _ b) talk a about imaginary situations Ví dụ: : _ c) to make polite offers Ví dụ: : _ Ví dụ: 1) Would you like a drink? 2) I would travel around the world 3) When I was small, I would listen to the radio every evening Hãy viết lại hai câu sau bắt đầu “I want to know…” a Where can I change some money? I want to know…………………………………………………………… ………… b Is there a bank near here? I want to know………………………………………………………….………… XIN CẢM ƠN VII APPENDIX WORKSHEET - LESSON Task Listen to the four dialogues below and answer the two following questions: a Who are the people talking? b What are they talking about? Task Read the four dialogues A, B, C and D and the task that follows A: At a stadium Commentator: And here comes Karlson The others are at least ten metres behind her This brilliant young athlete is going to win and we’re going to see a new world record B: At an office - What are you doing tomorrow, Claire? - I’m meeting those visitors from France - That’s OK They aren’t arriving till 2.00 Can we get together at 11.00? C A phone call - Hello It’s David Is Jane there? - Yes, but she’s in the bath - Oh, well, I’ll call back in about half an hour D Two friends talking - What are you going to for your birthday, Sandy? - I’m going to have a party - Great! E A TV interview - And what will your government about unemployment? - We will put more money into education and training and… - Yes, but that won’t produce new jobs Complete these sentences with correct subjects a are arriving at o’clock b will call back later c is going to win the race d is going to have a party VIII e will put more money into education f is meeting some visitors tomorrow Task Work in pairs and discuss the following questions: a Do the above six sentences refer to the past, the present or the future? …………………………………………………………………………… b Which of the above six sentences talk about intention? …………………………………………………………………………… c Which talk about spontaneous decision? …………………………………………………………………………… d Which talk about future arrangement? Which tenses are in use? …………………………………………………………………………… e Which talk about specific time in the future? Which tenses are in use? …………………………………………………………………………… f In which sentences, will the action be most likely to happen? Which tenses are in use? …………………………………………………………………………… Task 4: Hypothesis-making Please complete the rule for the present continuous tense “We use the present continuous tense to describe ………………………… ……………………………………………………………………………” Write the rule in Vietnamese: ……………………………………………………………………………… ……………………………………………………………………………… Task 5: Checking the hypothesis Read the telephone conversation between Alan Middleton, a businessman and Nina Kendle’s secretary Underline sentences with the present continuous tense Identify which refer to the present and which refer to the future Secretary: Hello Nina Kendle’s office IX Alan: Middleton Secretary: Alan: Secretary: Alan: Secretary: designer Alan: Secretary: Alan: Secretary: Alan: Secretary: Alan: Secretary: Hello Could I speak to Nina Kendle please? This is Alan I’m afraid she’s out at the moment She’s visiting a factory I see What time will se be back in the office? I’m not sure I don’t know how long she’s going to stay there? All right What about lunch-time? Is she free then? Just one moment I’ll check No, she’s having lunch with a Till what time? Do you know? Erm… Well, she’s seeing a customer here in her office at 2.00 Ah! So when’s a good time to try again? Any time after 2.30 Are you sure? Definitely She will be in her office for the rest of the afternoon OK, I’ll phone back then Thank you That’s all right Goodbye Task 6: Confirming the hypothesis a Are your rules correct? b Do they cover all the examples you have found? c Do you want to add anything to your rules? Rewrite your rules here We use the present continuous tense to describe……………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Write the rule in Vietnamese: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… X APPENDIX WORKSHEET - LESSON Tasl Work in pair ask and answer the following questions: a How did you usually spend your summer holidays, when you were small? b Where did you use to go to? c What did you use to do? You can note your partner’s answer here, then report his or her answer to the whole class Task The teacher is going to tell you how his/her family used to spend the summer holiday Listen and write down any words, phrases or sentences you can remember Work in group of four try to compare what each of you has written, then try to reconstruct the text ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Task Compare what you have written with the original text in the following page What differences are there? Underline the differences Original text: “When I was a child we used to go camping every summer We’d choose a different place each year, and we’d drive around until we found a beach we liked Then we’d pitch our tent, as near as possible to the beach we liked We’d usually spend most of the time on the beach or exploring the country round about We never went to the same beach twice.” XI Task 4: Hypothesis-making From the above text, can you make any comments on the meaning or use of “would”? Write your answer in English ………………………………………………………………………………… ………………………………………………………………………………… Write your answer in Vietnamese ……………………………………………………………………… ……………………………………………………………………… Task 5: Checking the hypothesis a) Read this passage, then answer the following questions: Does the passage talk about the past habits or does it refer to “an imaginary situation”? Discuss with your partner “Every morning he would get up early and go first to the beach There he would catch small crabs and sometimes small fishes, which he would put into a large jar and took home with him.” b) The above two sentences are extracted from the text below Read the whole text Now is it easier for you to answer the above question? “From the time he was very young, Gerald used to spend all his spare time collecting birds, animals and insects of all kinds Every morning he would get up early and go first to the beach There he would catch small crabs and sometimes small fishes, which he would put into a large jar and took home with him On the way home, he would always go to a ruined fisherman’s cottage where he would often be lucky enough to find some unusual insect that he had never seen before.” Task 6: Confirming the hypothesis After doing task 5, you want to make any changes to the rule for “would” you have written in task 4? In which context is that rule applied? Write your rules in English ………………………………………………………………………………… ………………………………………………………………………………… Write your rules in Vietnamese ……………………………………………………………………… ……………………………………………………………………… XII APPENDIX WORKSHEET - LESSON Task Work in pairs, discuss the following questions: a When you travel to a strange town and want to have some information where you go? b What information you want to know? Write as many questions as you can think of Task Rosie has just arrived at the railway station of a strange town She goes to the tourist office to get some information Look at the information she wants; listen to the dialogue and complete her sentences What Rosie wants to know a Could you help me? b What time the banks close? c How old is this town? What Rosie says I wonder _ I don’t know _ Have you any idea _ d Are we near the centre of the I’m not sure town? e Which hotel did you I can’t remember suggest? Look at the tapescript to check your answer Clerk: Good afternoon Rosie: Hello I wonder if you could help me I’ve just arrived here, am I’m looking for somewhere to stay Clerk: Uh, huh Rosie: Can you tell me where I can find a cheap hotel? Clerk: Certainly There are a few around here, but the nearest is just around the corner It’s called the Euro Hotel Would you like me to phone to see if they have a room? Rosie: No, that’s OK I’ll just wander round there myself Ah! Another thing, I need to change some travellers’ cheques, but I don’t know what time the banks close XIII Clerk: They close at o’clock in the evening Rosie: Right, thanks This is a very pretty town, isn’t it? It looks terribly old Have you any idea how old this town is? Clerk: Yes, it was founded in the thirteenth century Rosie: Really? As old as that? Wow! Well, I’d better get going Oh, I’m not sure if we’re near the centre of town, because I’ve only just arrived Clerk: Yes, this square out here is just about the centre Rosie: Thanks very much Thanks for your help I’ll go to… oh, sorry, I can’t remember which hotel you suggested Clerk: The Euro Hotel Rosie: The Euro Thanks a lot Bye Task The sentences that Rosie says are indirect questions Work in pair to discuss the following questions: a How does the word order change in indirect questions? …………………………………………………………………………… b What happens to do/does/did in indirect questions? …………………………………………………………………………… What we use if there is no question word? …………………………………………………………………………… Task 4: Hypothesis-making Use ideas you have given in task to write rules for “indirect questions” In English Rule 1: with question words ……………………………………………………………………………… ……………………………………………………………………………… Rule 2: without questions words ……………………………………………………………………………… ……………………………………………………………………………… In Vietnamese Qui tắc 1: với câu hỏi có từ để hỏi ……………………………………………………………………………… ……………………………………………………………………………… XIV Qui tăc 2: với câu hỏi khơng có từ để hỏi ……………………………………………………………………………… ……………………………………………………………………………… Task 5: Checking the hypothesis Read the text below, underline all indirect questions The nurse asked me if I was next and she led me into Dr Grey’s surgery Dr Grey smiled at me and asked what the problem was I’m a young man and am not the sort of person she has to see very often! I told her I was feeling rather run down She asked me if I had kept regular hours and I said I had not She wanted to know why I had not kept regular hours and I said I had been out with friends almost every evening Dr Grey then wanted to know how I had spent my time and I told her I had gone to parties mostly The doctor asked if I had not had chance to recover during weekends and I told her that my party-going had been even worse during the weekends! She asked me if I smoked When I said I did, she asked how many cigarettes a day I smoked She raised her eyebrows when I answered! Then she asked me if I took any exercise and I answered that I did not have time for that sort of thing “You are burning the candle at both ends, Mr Finley,” she told me “Rest is the only cure for you You’ve really got to slow down.” She looked at me wistfully before I left her surgery and added, “but I envy you the life you’ve been living!” Task 6: Confirming the hypothesis a Are your rules correct? b Do they cover all the examples you have found? c Do you want to add anything to your rules? Rewrite your rules here In English ……………………………………………………………………………… ……………………………………………………………………………… In Vietnamese ……………………………………………………………………………… ……………………………………………………………………………… ... that teaching grammar is a matter of great concern by second language theorists In practice, a great amount of time in language teaching syllabuses has also been spent on grammar; and to many...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES -*** - TA THANH BINH THE IMPLEMENTATION OF CONSCIOUSNESS-RAISING TECHNIQUE. .. knowledge of second language Fotos and Ellis (1991) compared the effects of teaching grammar by grammar explanations and by a C-R task on Japanese learners’ ability to judge the grammaticality of sentences