Quan điểm của giáo viên và sinh viên đối với các vấn đề ngữ pháp được trình bày trong giáo trình Tiếng Anh chuyên ngành Hóa học tại Trường Đại học Sao Đỏ

i DECLARATION I, Trần Hoàng Yến, certify that this thesis is the result of my own research and the substance of this thesis has not, wholly or in part, been submitted for a degree to any university or institution Hanoi, September 2011 Trần Hoàng Yến ii ACKNOWLEDGEMENTS This thesis has been in development for nearly a year, and during that time I have benefited a great deal of support from a number of people First of all, I would like to express my deep gratitude to my supervisor, Dr Tô Thị Thu Hương, who has provided me inspiration to this research, given me interesting lectures and whose concern, enthusiasm and whole- hearted guidance encouraged me much in the fulfillment of this thesis Secondly, I am grateful to all my colleagues for their kindness and assistance to me in the data collection process I would like to express my thanks to all the teachers and students of the classes I have visited in order to gather information for my class observation Thanks to my husband, who has given me so much love, patience and encouragement, who spent hours working with the computer to help me with computer data entry and processing in the dark midnight hours These people deserve all the credit I alone am responsible for any failings Eventually, the study has been completed to the best of my knowledge; however, mistakes and shortcomings are unavoidable Therefore, I am looking forward to receiving comments and suggestions from any readers for the perfection of the course work Hanoi, August Trần Hoàng Yến iii ABSTRACT It is clear that the development of language teaching, especially grammar teaching has brought about great challenges in teaching English in all Vietnamese schools in general and at Sao Do University in particular However, the way teachers teach grammar and the way students learn grammar are not similar This study was conducted to seek answers to the question of what teachers’ and students’ view toward grammar presentation in the course book “English for Chemical engineering” at Sao Do University The finding from the study indicated that a balanced between explicit instruction in which a target form is presented formally together with information about how it is used, followed by practice and implicit instruction in which students’ attention may be drawn to a target form and they may be have to induce the rule or system underlying its use should be encouraged In other words, a blend of both traditional and communicative approaches to grammar could be a good solution to the question of grammar teaching at our university This study is nothing but a first step towards a more rigorous study of the issue of the grammar teaching at our university and other training centers where English is taught as a curriculum subject iv LIST OF THE TABLES Chart 1: What you think of the role of grammar in learning English? 23 Chart 2: How you find grammar presentation in the course book “English for Chemical engineering” at Sao Do University? 24 Chart 3: How difficult you find grammar points in the course book “English 25 for Chemical engineering” at Sao Do University? Table 1: How you think about these grammar points in the course book 25 “English for Chemical engineering” at Sao Do University? Table 2: Students’ style preferences for grammar learning 27 Chart 4: What you think of the role of grammar in teaching English? 30 Chart 5: How you find grammar teaching? 31 Chart 6: Do you spend much time on teaching grammar? 31 Table 3: Teachers’ style preferences for grammar teaching 32 v TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii List of tables iv Table of contents v PART A: INTRODUCTION Rationale Aim of the study Research questions Research methodology Scope of the study The setting and background Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 What is grammar? 1.2 How is grammar viewed? 1.3 What is the role of grammar in English language teaching? 1.4 Two approaches to grammar teaching 13 1.5 The importance of understanding teachers’ and students’ views to grammar teaching and learning 17 vi 1.6 The role of course book in language teaching and learning 18 1.7 Summary 19 CHAPTER II: RESULTS OF DATA ANALYSIS AND DISCUSSIONS 2.1 Introduction 21 2.2 Research question 21 2.3 The participants 22 2.4 Methodology orientation: questionnaire 22 2.5 The procedure 22 2.6 The finding 23 2.6.1 Students’ views 2.6.1.1 Students’ awareness of the importance of grammar learning 23 23 2.6.1.2 Students’ evaluation of current grammar presentation in the course book “English for Chemical engineering” at Sao Do university 2.6.2 Teachers’ views 2.6.2.1 Teachers’ awareness of the importance of grammar learning 26 29 29 2.6.2.2 Teachers’ evaluation of current grammar presentation in the course book “English for Chemical engineering” at Sao Do university 2.7 Summary 32 34 PART C: RECOMMENDATIONS AND CONCLUSION Summary of the findings 35 Suggestions for grammar presentation in the course book “English for chemical engineering” and grammar teaching at Sao Do University Limitations of the study 35 38 vii Recommendations for further research 39 Conclusion 39 REFERENCES 41 APPENDIX I APPENDIX III PART A: INTRODUCTION In this part, I would like to present the rationale, the aims and objective, the research and methodology adopted for this study, the scope, the setting and background of the study and the design of the study Rationale Grammar teaching has been has been a focal point of foreign language teaching and it has aroused a great deal of controversy and even debate among educational researchers, linguists, methodologists and teachers Currently, there are several points of view on grammar teaching issues In Vietnam, foreign language in general and English teaching in particular is said to be grammar-focused, and for many English language teachers, teaching English means teaching grammar There are good reasons for this This can be traced back to the national examinations which measured candidates’ linguistic or grammar competence in written form Therefore, the teaching of English is still directed towards preparing students for such sort of examinations In this process, students are supposed to learn whatever teachers “give” That’s why not only knowledge but also learning styles are imposed on students by teachers Unfortunately, research findings have proved that students come to a language class with particular profiles of interests, intelligence, learning habits, purposes and so on All these learner factors may affect their learning styles and learning process Because of learner variables, the departure of this study is the claim that function and presentation of the grammar explanation is a complex issue and a single approach will be far from being satisfactory in all teaching situations An investigation into teachers’ and students’ views towards grammar presentation in the course book “English for chemical engineering” is an attempt to deal with this under-researched area Another reason is related to my personal profession Although teaching grammar seems “synonymous with teaching foreign language”, (Rutherford, quoted in Celce-Murcia and Hilles: 1988: 1) teachers have different attitudes and approaches to grammar in the classroom There are teachers who view grammar teaching as unnecessary while there are teachers who obsessed by it (Canh, 2004) From my personal observation and professional experiences as a five year English teacher at Sao Do University, I have realized that how to make grammar teaching satisfactory to students is really a great challenge facing every English teacher For several years, I have been haunted by the question of how to deal with grammar more effectively at our university The answer to this question would be good help to me as well as to my colleagues Aims of the study With the above-presented rationale, the specific aims of the study are: • To investigate into teachers’ views towards grammar presentation in the course book “English for chemical engineering” at Sao Do University • To investigate into students’ views towards grammar presentation in the course book “English for chemical engineering” at Sao Do University • To find out in what ways the teacher can make their grammar teaching more suitable to students’ expectations and learning styles It is hoped that the findings from this study will help English teachers in Vietnam, especially those who are engaged in grammar teaching The study can highlight the extent to which current grammar teaching at our university meets the students’ expectations and style preferences The findings of the study will also contribute to our understanding of how grammar should be treated in the context of Vietnamese schools or training centers where English is taught as a foreign language Research questions To achieve the aims and objectives of the thesis, the following research questions were proposed: 1) What are the teachers’ views on grammar presentation in the course book “English for chemical engineering” at Sao Do University? 2) What are the students’ views on grammar presentation in the course book “English for chemical engineering” at Sao Do University? 3) In what ways can the teachers make their grammar teaching more suitable to students’ expectations and learning styles? Research methodology The main method utilized in this study was a survey using questionnaires, one for teachers and one for students (research questions and 2) In addition to that, interviews with teachers helped to support data collected from questionnaires and provide insights into ways that teachers can take to make their grammar teaching even more suitable to students’ expectations and learning styles (research question 3) Data collected from the questionnaires and interviews were analyzed qualitatively (for themes and recommendation using Hatch’s (2002) “interpretive model”) and quantitatively (for descriptive statistics) Scope of the study As it has been stated above, the study is designed to explore teachers’ and students’ view towards grammar presentation in the course book “English for Chemical engineering” in order to make some methodological recommendations for grammar teaching The study is, therefore, explorative by nature Given the aims of the study, I limited myself to focus on the first year students of Chemical engineering and Food science at Sao Do University The setting and background Sao Do University is a famous university in Hai Duong province located in Chi Linh town The school is over 40 years of foundation It has more than 500 teachers and 15.000 students It is known all over country with electrical and mechanical field Chemical engineering and Food science Faculty is a young one- only years old The number of students is only about 300 students The students related to this study are 50 students of the first year The program of English for Chemical engineering consists of 45 periods 34 using the new target grammar points Furthermore, communicative language teaching lessons made students more motivated to learn The table showed that a largest number of teachers (80%) favoured giving the students chances to describe the rules of the new grammatical points The students had to be active, independent and willing to join in group work activities and then find out the core of the lesson by themselves rather than listen to their teachers’ explanation passively This significant feature was also the benefit of communicative language teaching, which created a positive atmosphere in the classroom Compared to question in table 2, nearly all students proved themselves to be very supportive for pair or group work activities with good skill and consideration in grouping strategies It was claimed that students learned passively because of the traditional teaching If the teaching method changed, the students’ learning styles would change accordingly 2.7 Summary In summary, the chapter focuses on the findings of the study to give the answer to the research questions Firstly, the analysis of the data reveals that the first year student at Chemical engineering and Food science Faculty at Sao Do University have positive views towards grammar presentation of the course book They are aware of the important of grammar presentation and grammar points to their learning of English Secondly, through the teachers’ self-report the data shows the teachers’ views towards grammar presentation of the course book They are aware of the important of grammar presentation and grammar points to their teaching of English In the end, the little gap between teachers’ grammar teaching styles and students’ grammar learning styles towards the communicative approach to grammar teaching is unavoidable Nonetheless, in addition to applying implicit and explicit approaches should not be ignored Grammar teaching should be treated flexibly and adjusted with the combination of two approaches so as to suit students’ learning styles 35 CHAPTER C: RECOMENDATIONS AND CONCLUSIONS Summary of the findings First of all, the students in the sample are quite positive about grammar presentation in the course book and their grammar learning They all see the importance of grammar presentation and grammar understanding for their learning English The data also reveals students’ evaluation of the current grammar teaching and learning using the course book “English for Chemical engineering” at Sao Do University Secondly, the study covers teachers’ views towards grammar presentation in the course book and their grammar teaching The teachers well understand the importance of the presentation and the grammatical points presented in the course book We also see teachers’ evaluation of the current grammar teaching and learning using the course book “English for Chemical engineering” at Sao Do University Lastly, the grammar presentation, the teachers’ grammar explanations, teaching methods, together with activities should be taken under consideration so that their students get interested in grammar lessons More importantly, the gap between grammar teaching styles and grammar learning styles need to be narrowed Suggestions for grammar presentation in the course book “English for chemical engineering” and grammar teaching at Sao Do University * For grammar presentation in the course book “English for chemical engineering”: In order to achieve the teaching goal, the grammar presentation should be changed to suit the students’ ability The fact is that the students remark the grammar points are very difficult or difficult if the course book does not provide enough grammatical rules and the teachers not explain much The students were in favour of explicit grammar teaching or deductive approach They need much detailed grammar explanation from their teacher and much detailed grammar rules from the course book Therefore, at the end of each term, the teachers should pay attention to adapt the course book to meet the students’ needs One more thing we should take into consideration is that the grammatical points in the course book are not understandable enough for the students Most students in the sample feel 36 that the grammar points are difficult and very difficult to understand So, the teachers should put more detailed instructions in each grammatical point, give as many examples as possible to help students grasp these points * For grammar teaching at Sao Do university: In accordance with these findings, this section will offer some suggestions for teachers who already taught grammar in the course book “English for chemical engineering” at Sao Do University Firstly, as indicated in the findings, the teachers’ method of grammar teaching is an important source of students’ motivation in learning grammar in particular and learning English in general If the students find the teacher’ teaching style suitable, they will feel more interested in learning, and as a result, they understand the lesson better Given the fact that the class size is in general large and this makes it hard, if not impossible, for the teacher to individualize their teaching To compensate for this, teachers need to vary their techniques and activities so as to involve more students in the lessons and to reduce the boredom of the lesson There is no- ready made recipe for which techniques ca work best for which structure, but the hard principle is the use of a variety of techniques to suit different students’ learning styles or “intelligence types” The learning atmosphere also plays important part The teacher should try to make a friendly, relaxing and peaceful atmosphere to encourage students Secondly, grammar is best taught and practised in context The reading text or the dialogue in the course book provides a good context for grammatical presentation and practice This means that the teacher should always employ the dialogue or text as contexts for grammar teaching The finding of this study indicated clearly that most of the students found it easier to understand the new grammatical structure or item if it is presented through a dialogue, or a text Thornbury (1999:90) points out the following advantages of using texts (including dialogues): ● They provide co- textual information, allowing learners to deduce meaning of unfamiliar grammatical items from the co- texts; ● As well as grammar input, texts provide vocabulary input, skills practice, and exposure to features of text organization; 37 ● Their use in the classroom is good preparation for independent study; Thirdly, no single method of grammar teaching is going to be appropriate for all grammatical structures or items, for all learners, and for all learning contexts The findings of the study reveal that most of students prefer a combination of implicit and explicit teaching of grammar Giao and Hoa (2004: 20) make the point that “Understanding grammar structures might be important to them as producing the patterns in practice Therefore, a combination of the grammar- translation and communicative approaches can be considered a good solution to provide learners with communicative abilities as well as the grammar knowledge necessary for their future job.” For the complicated structures, which may be cause trouble to students, rules based learning may be more appreciate To be more exact, explicit explanation of grammatical rules can make things clearer to the students, but rule explanation should be followed by meaningful communication Taking the context of learning English as a foreign language into consideration, I am quite convinced of the value of such a combination Fourthly, where possible, the teacher should try to personalize the grammar lesson based on the grammar presentation of the course book so that the students can use the new grammatical structure or item to talk meaningfully about things that they find interesting or thing that they have experienced themselves Personalization is a good way of motivating the students and of helping them to understand new the new grammatical structure or item The teaching of new structures, as with any aspects of language, should allow for a high level of personalization, the issue of the student motivation being a key priority The idea to give students opportunities to talk about things related to their personal life using both previously acquired structures and vocabulary as well as the newly- presented language The choice of the topics relevant to the students’ age, cognitive maturity as well as their proficiency level seems to be great importance in personalizing a grammar lesson Linking to my teaching experience, I know that my students are specially interested in the topics such as music, young famous people, for example, singers, football players… games, songs and visual aids are also 38 good things to be employed to make the grammar lesson more interesting, more relaxing and more comprehensible to the students Finally, while explaining grammatical rules, the teacher should keep their language simple and clear to make their explanation comprehensible to the students Pedagogical grammars can be made less formal by avoiding metalinguistic terms, or at least keep it into minimum and by avoiding elaborate and complicated analyses For example, Mohammed (1997) suggests that this can be done by using “this word”, “this part” rather than a technical term while pointing at or underlining a word, a part of a sentence In short, the suggestions above focus much more on teaching principles teachers can use to design their grammar lessons The point that counts is teachers should understand fundamental principles which inform their choice of appropriate techniques for a particular grammatical structure or item and for a particular lesson, particular group of students Due to the limited space, the study however will not explore ways of error treatment as a part of a grammar lesson Limitations of the study Although the study has offered some insightful findings, like many other studies, there are some limitations In terms of methodology, the study is limited in the fact that the data may not fully reflect all aspects of teachers’ and students’ views towards grammar presentation and the evaluation of the current grammar teaching in the course book “English for chemical engineering ” at Sao Do University In addition, the data collection period took place nearly at the end of the term when student were busy preparing for their end- of – term examinations As a result, the students might not have spent sufficient time thinking over the questions in the questionnaires before responding Apart from that, the only instrument (survey questionnaires) for data collection has been applied, so the researcher might not give full and satisfactory analysis and even the 39 evaluation of the teaching methodology with in –depth understanding of why the respond like that Recommendations for further research On the basis the findings and the limitations of the study, the following recommendations are made for further research As indicated in the above section, error treatment has not been investigated as part of a grammar lesson The study has not suggested some adaptations for the grammar presentation of the course book More research should be conducted on these issues Moreover, the effectiveness of teacher’s teaching grammar in terms of the students’ learning is an important indicator, but the researcher of this study has not been able to explore this Further studies could examine how much learning really occurs in the grammar lesson Finally, the subjects of the study, as indicated above as a limitation of the study, were the first year student in Chemistry and Food Science Faculty at Sao Do University It would be interesting to conduct a similar study on all students at Sao Do University and compare the results Conclusion In conclusion, the present study, though at the preliminary level, has not only helped us understand the teachers’ and students’ views towards grammar presentation in and grammar teaching and learning using the course book “English for chemical engineering” at Sao Do University, but also provided insightful information about teachers’ style preferences for grammar teaching and students’ style preferences for grammar learning as well as the existing gap between teaching styles and learning styles with reference to grammar instruction The majority of the students are motivated in learning English grammar but they are not quite satisfied with the way grammar is being presented and taught However, they have different learning styles for grammar learning, some preferring a more explicit to grammar, others appreciating a more implicit approach We have also seen the importance of using varied techniques of teaching grammar such as using games, songs, pictures…Especially, the study 40 highlights the necessity of presenting grammar in context through texts or dialogues as well as a combination of both implicit and explicit approaches to grammar to meet students’ expectation and to suit their learning styles Obviously, when the gap between teaching style and learning styles is narrowed, the students will be more motivated to learn grammar and the effectiveness of grammar teaching will also increase 41 REFERENCES Bastone, R (1994) Grammar Oxford: Oxford University Press Canh, L V (2004) Understanding Foreign Language Teaching Methodology Hanoi: Nhà xuất Đại học quốc gia Hà Nội Canale, M., & M.Swain (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing Applied Linguistics Celce- Murcia, M., & Hilles, S (1988) Techniques and Resources in Teaching Grammar Oxford: Oxford University Press Celce- Murcia, M (1991) Grammar Pedagogy in Second and Foreign Language Teaching TESOL Quarterly, 25 (3), pp 459-480 Cook, V (1991) Second Language Learning and Language Teaching (3 rd ed) London: Amold Corbett, J What is Grammar and How Should We Teach It? http:// www.developing teachers.com (accessed Aug 17th 2011) Dulay, H., & Burt, M (1973) Should We Teach Children Syntax? Language Learning, 23 Ellis, R & Gaies, S (1988) Impact Grammar Hongkong: Longman 10 Fromkin, V et al 1990 An Introduction to Language (2nd ed.) Sydney: Holt, Rinerhart & Winston 11 Garner, M (1989) Grammar: Warts and All Melbourne: River Seine 12 Giao, Nguyen Quynh, and Hoa, Nguyen Thi Nhan (2004) Applying Communicative Methods to Teach Grammar: An Experiment Teacher’s Edition, 14 pp 16-25 13 Gregg, K (1984) Kreshen’s Monitor and Occam’ Razor Applied Linguistics (5) pp 79-100 14 Hanan, B (1989) I Should Say Education Victoria.4 (9) 15 Hatch, J A (2002) Doing qualitative research in education settings Albany, NY: State University of New York Press 16 Harmer, J (1983) The Practice of English Language Teaching London: Longman 42 17 Harmer, J (1987) Teaching and Learning Grammar Longman group UK Ltd 18 Hughes, R., & McCarthy, M (1998) From Sentence to Discourse Grammar and English 19 Hymes, D (1972) On Communicative Competence In J B Pride & Holmes (Eds) Sociolinguistics: Selected Readings Baltimore: Penguin 20 Jack, C R The Role of Textbooks in a Language Program Retrieved from http://www.professorjackrichards.com/pdfs/role-of-textbooks.pdf 21 Kreshen, S D., & Tarrel, T D (1983) The Natural Approach London: Prentice Hall Intl 22 Larsen- Freeman, D (1997) Blurring Boundaries: New Perspectives on teaching and Learning English in Asia Thai TESOL Bulletin 10 (2) http:// www Thaitesol Org/bulletin 23 Lewis, M (1986) The English Verb: An Exploration of Structure and Meaning UK: Language Teaching Publication 24 Lightbrown, P M & Spada, N (1999) How Languages are learned (Revised Ed.) Oxford: Oxford University Press 25 Nachiengmai, Y (1997) The Teaching of Grammar Thai TESOL Bulletin, 10 (2) http://www.thaitesol.org/bulletin/1002 (accessed Aug 16th 2011 ) 26 Nunan, D (1991) Language Teaching Methodology: A Textbook for Teaching Hertfordshire: Prentice Hall International Ltd 27 Pienemann, M (1984) Psychological Constrains on the Teachability of Language Studies in the Second Language Acquisition 28 Richards, J C., Platt, J., & Platt, H (1992) Longman Dictionary of Language Teaching and Applied Linguistics (2nd ed.) England: Longman 29 River, W M (1983) The Foreign Language Teacher and Cognitive Psychology In Communicating Naturally in a Second Language Cambridge University Press 30 Rutherford, W E., & Sharwood Smith, M (1988) Grammar and Second Language Teaching: A Book of Readings New York: Newbury House Publisher 43 31 Samad, A A English Language Teaching: A Case for More or Less Grammar educ upm edu my/ fatimah/ drarshad/ grammar ~doc 32 Schwabe, G T (1989) Appendix English: UC ESL Students’ Evaluation of Their High School English Instruction: Examples of Grammar Problem in the Writing of UC ESL Students In English as a Second Language at the President, University of California Berkeley CA: Office of the President, University of California 33 Scott, M V (1989) An Empirical Study of Explicit and Implicit Teaching Strategies in French The Modern Language Journal, 73 34 Shrum, J L., & Glisan, E W (1994) Teacher’s Handbook: Contextualized Language Instruction Boston: Heinle & Heinle 35 Smith, M (2001) Making Content Classes More Communicative Teacher’s Edition (pp 14- 17) 36 Stern, H H (1992) Issues and Options in Language Teaching Oxford: Oxford University Press 37 Swam, M 1985 Communicative Competence: Some roles of Comprehensible Input and Comprehensible Output in Its Development In S Gass & C Madden (Eds) Input in Second Language Acquisitions Rowley, MA: Newbury House 38 Tomasello, M., & Herron, C (1989) Feedback for Language Transfer Errors: The Garden Path Techniques Studies in the Second Language Acquisition, 11 39 Thornbury, S 1999 How to Teach Grammar English: Longman 40 Widdowson H G (1990) Aspects of Language Teaching Oxford: Oxford University Press 41 White, L (1987) Against Comprehensible Input: The Input Hypothesis and the Development of Second Language Competence Applied linguistics, I APPENDIX 1: SURVEY QUESTIONAIRE FOR STUDENTS This survey questionnaire is designed for students who already learned the program “English for Chemical engineering” at Sao Do University for my study “Teachers’ and students’ views on grammar presentation in the course book “English for Chemical engineering” at Sao Do University” I would appreciate your support in completing all the following questions Please tick (√) the appropriate options for your answers What class are you in? …………………… What is your gender? What you think of the role of grammar in learning English? How you find grammar presentation in the course book “English for Chemical engineering” at Sao Do University? 5a How difficult you find grammar points in the course book “English for Chemical engineering” at Sao Do University? 5b How you think about these grammar points in the course book “English for Chemical engineering” at Sao Do University? No Grammar points Tenses Relative pronouns Relative clauses Comparisons Conjunctions Active-passive Possession Part of speech (word form) Very difficult Difficult Easy II How you like the grammar points to be presented in the course book “English for Chemical engineering” at Sao Do University? A More detailed grammar rules B More examples C The book is ok for me How you like your teacher to teach grammar points in the course book “English for Chemical engineering” at Sao Do University? No Questions Like Like Don’t very but not like at much very all much Explaining grammar rules in detail Illustrating grammar rules or structures through examples Introducing grammar points in stimulated situations Introducing grammar points in texts or dialogues Explaining rules and then letting you practise the grammar points Modeling the new grammar points Giving you as much time as possible to speak, to write English using the new grammar points Giving you chances to describe the rules of the new grammar points Giving you as many grammar exercises as possible to at home 10 Explaining only grammar points only when you ask him or her 11 Correcting your grammar errors frequently III APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS This survey questionnaire is designed for teachers who already taught the program “English for Chemical engineering” at Sao Do University for my study “Teachers’ and students’ views on grammar presentation in the course book “English for Chemical engineering” at Sao Do University” I would appreciate your support in completing all the following questions Please tick (√) the appropriate options for your answers What is your gender? How long have you been teaching English at Sao Do University? year What you think of the role of grammar in learning English? How you find grammar presentation in the course book “English for Chemical engineering” at Sao Do University? When teaching English in the course book “English for Chemical engineering” at Sao Do University, you spend much time on teaching grammar? How you like to teach grammar points in the course book “English for Chemical engineering” at Sao Do University? No Questions Like Like Don’t very but like at much not all very much Explaining grammar rules in detail Illustrating grammar rules or structures through examples IV Introducing grammar points in stimulated situations Introducing grammar points in texts or dialogues Explaining rules and then letting your students practise the grammar points Modeling the new grammar points Giving your students as much time as possible to speak, to write English using the new grammar points Giving your students chances to describe the rules of the new grammar points Giving your students as many grammar exercises as possible to at home 10 Explaining only grammar points only when your students ask you to 11 Correcting your students’ grammar errors frequently Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... Bastone, R (1994) Grammar Oxford: Oxford University Press Canh, L V (2004) Understanding Foreign Language Teaching Methodology Hanoi: Nhà xuất Đại học quốc gia Hà Nội Canale, M., & M.Swain (1980) Theoretical... while there are teachers who obsessed by it (Canh, 2004) From my personal observation and professional experiences as a five year English teacher at Sao Do University, I have realized that how... chemical engineering” at Sao Do University • To investigate into students’ views towards grammar presentation in the course book “English for chemical engineering” at Sao Do University • To find