Việc sử dụng các hoạt động nói để dạy ngữ pháp theo đường hướng giao tiếp cho sinh viên năm thứ nhất không chuyên tiếng Anh trường Đại học Thương Mại.PDF

iv TABLE OF CONTENTS DECLARATION …i ACKNOWLEDGEMENTS …ii ABSTRACT …iii TABLE OF CONTENTS …iv LIST OF TABLES …vi PART I: INTRODUCTION Rationale of the study …1 Aims of the study …2 Scope of the study …2 Research questions …2 Method of the study…………… Design of the study …3 PART II: DEVELOPMENT ….4 CHAPTER ONE: LITERATURE REVIEW …4 1.1 Definitions of grammar ….4 1.2 Roles of grammar in language teaching .…5 1.3 Approaches to grammar teaching .…6 1.3.1 The Grammar – Translation Method …7 1.3.2 Communicative Language Teaching (CLT) …8 1.3.3 Applying CLT to teaching grammar …14 1.4 Oral activities …15 1.4.1 Definition of oral activities …15 1.4.2 The roles of using oral activities in grammar teaching …15 1.4.3 Characteristics of a successful oral activity .…16 1.4.4 The selection of appropriate oral activities .…17 v 1.5 Conclusion …21 CHAPTER TWO: THE STUDY …22 2.1 The research hypothesis …22 2.2 Methodology .…22 2.3 Participants and instruments .…23 2.3.1 Participants .…23 2.3.2 Instruments .…23 2.4 Procedure of data collection .…24 2.5 Results and discussion …25 2.5.1 Current situation of using oral activities to teach grammar communicatively to first year non English majors in Vietnam University of Commerce .…25 2.5.2 Problems in using oral activities to teach grammar communicatively to first year non English majors in Vietnam University of Commerce .32 2.5.3 Suggested solutions …34 PART III: CONCLUSION …40 Summary of the study …40 Implications …40 Limitations of the study …41 Suggestions for further studies …42 REFERENCES .…43 APPENDICES…………………………………………………………………………… I vi LIST OF TABLES NAMES OF TABLES OR CHARTS Table 1: Student’s profile Table 2: Teacher’s profile Table 3: Students’ attitude towards the position of grammar Table 4: Reasons for learning grammar Table 5: Students’ agreement to grammar teaching through oral activities Table 6: Teachers’ difficulties in using oral activities to teach grammar communicatively Table 7: Evaluation of the effectiveness of oral activities by students Table 8: Evaluation of the effectiveness of oral activities by teachers Chart 1: Students’ opinions about learning grammar through oral activities Chart 2: Frequency of learning grammar through oral activities Chart 3: Frequency of oral activities application in grammar teaching PAGES PART ONE: INTRODUCTION Rationale of the study The use of English has been gradually increasing in Vietnam Also, it has a stable ground in the Vietnamese education system English is introduced to the educational curriculum from primary education (optional) to tertiary education (compulsory) Like many other universities, teachers and students at Vietnam University of Commerce (VCU) were affected by the traditional philosophy of teaching and learning As a result, many students lack the ability to communicate in oral English after graduation from the university This fact gives rise to the need of a more effective method that creates opportunities for the learners, the subject and the centre of the teaching and learning process to bring full play their intelligence and creativeness Over the past few years, the application of the Communicative Language Teaching method has been widely adopted This marked the beginning of a major change in the language teaching and learning at VCU And students’ grammar as well as communicative ability has been improved remarkably VCU Faculty of English has been newly established for years Almost all of the teachers were trained about CLT approach at the University and they fully understood the importance of communicative grammar lessons among students Therefore, they made all their effort to apply many kinds of activities in grammar lessons to encourage students to communicate in studying grammar in classroom As a teacher in the Faculty of English at VCU, from my own observations and experience, I have noticed that there are many ways to motivate the first year non-major students in grammar lessons Among them, the use of oral or speaking activities has been received more emphasis Nevertheless, both teachers and students have faced a lot of challenges in implementing and managing oral activities in grammar lessons For example, the classroom is too noisy, teachers sometimes lose control of the class or students tend to switch to use their mother tongue when not under the teacher’s eyes and so on Moreover, the teachers’ procedure in organizing speaking activities in grammar lessons is not very effective The above mentioned situation has urged me to conduct a study to investigate teachers’ and students’ difficulties in implementing oral activities, teachers’ oral activities organization procedure, and teachers’ strategies to foster students’ English grammar As a result, I have decided to carry out the research into “Using oral activities to teach grammar communicatively for first year non English major students in Vietnam University of Commerce” This study is intended to make a modest contribution to an increased understanding of using oral activities in the grammar lesson at VCU Aims of the study The purpose of this study is to explore the reality of the use of speaking activities in the grammar lesson of 1st year students of Economics, Finance and Banking at VCU where the researcher is serving More specifically, this study attempts to clarify the procedures of organizing speaking activities in the grammar lesson of 1st year non English major students and to identify strategies used by teachers to stimulate students’ communicative competence in grammar learning and the factors bringing about difficulties for the teachers and students in their application of oral activities One additional aim is to compare teachers’ practice with students’ expectation Based on the findings, the research further seeks to suggest practical recommendations for the possibility of using speaking activities in grammar lessons of 1st year non English major students at VCU Scope of the study Though oral activities are usually applied in the speaking skill, I have chosen to focus on grammar lessons for the fact that grammar is the first thing that learners learn on the first day of an English lesson for non English major departments Moreover, the purpose of studying English of English non English major students at VCU is to gain an international certificate in communication, for instance, the TOEIC test Therefore, this research tends to investigate the use of oral activities in the grammar lesson Also, due to the time constraints, this study only involves a small number of VCU teachers and Economics, Finance and Banking students in their first year Research questions In order to achieve the set goals, the research seeks to answer the following research questions: - To what degree have oral activities been applied in teaching grammar communicatively to first year non English majors in Vietnam University of Commerce? - What problems teachers meet when using oral activities to teach grammar communicatively to first year non English major in VCU? - What are the possible solutions to these problems as suggested by the teachers atVCU? Method of the study The main method of the study was survey questionnaire, in which two types of questionnaire are designed and distributed to the learners and the teachers Furthermore, in order to evaluate the effectiveness of the suggested approach, the writer collected some information based on her informal interviews to make sure that the data is more accurate and reliable A combination of different methods above will provide reliable data, based on which the conclusions and suggestions will be made in the next parts Design of the study The study consists of three main parts: The first part, Introduction, provides an overview of the study in which the reasons for choosing the study will be focused It also includes the aim, research questions, research methods, scope and design of the study The second part, Development, consists of two chapters: Chapter one, Literature Review, provides the theoretical background for the thesis This chapter includes three main points The first point deals with the general view on grammar and grammar teaching approaches The second point discusses the problems Finally, the third point discusses the need for applying oral activities to grammar teaching Chapter two, The Study, aims to describe background information about the current teaching and learning of grammar at VCU and presents the methodology underlying the research including data collection instruments, procedures A detailed data analysis and discussions are also given The last part, Conclusion, gives a summary and a recommendation for further study PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW This chapter aims to explore a general view on grammar, grammar teaching in some English teaching approaches, problems in teaching grammar at VCU, and oral activities application to grammar teaching 1.1 Definitions of grammar In the foreign language teaching context, grammar is the first thing that learners learn on the first day of an English lesson Grammar is often defined as the study of how words and their component parts combine to form sentences However, that is only the way traditional grammarians see grammar Other linguistic schools have their own definitions basing on their different interest Structural linguistic might see grammar as the sum total of sentence patterns in which the words of a particular language are arranged In addition, grammar is regarded as our innate knowledge of the structure of language by cognitive linguistics According to Jacob, R.A (1993) grammar has three components: - Syntax: the grammatical principles, units, and relations involved in sentence structure - Lexicon: the set of individual words, suffixes, and prefixes - Semantics: the meanings associated with the lexicon of a language and with the units and relations in the sentence structures These three components necessarily interact The grammatical principles determine the kinds of units the language can have, the order in which these units can be arranged, and the kinds of relations (or functions) they participate in From the lexicon come the actual words, suffixes and prefixes that fit into the slots provided by the syntax, while the semantic component determines the range of interpretations associated with each lexically filled syntactic structure Recently, with the introduction of functional grammar, it is considered as a resource used to accomplish communication purposes in specific contexts However different these definitions of grammar are, the common feature should be born in mind is that “grammar is not just a collection of sentence pattern signifying nonsense” (Widdowson, 1990:81) Rather, grammar should be viewed as linguistic rules functioning in alliance with words and context for achievement of meaning For the purpose of this study, I use the definition that grammar is “a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language It usually takes into account the meanings and fuctions these sentences have in the overall system of language” (Richards, Platt and Platt, 1992: 161) because it shows both linguistic and social nature of grammar 1.2 Roles of grammar in language teaching In the language teaching field, teaching and learning grammar is appreciated incorrectly and inexactly Sometimes it is thought to be very boring because the teachers and learners always follow the old trace, that is, learning terminology, memorizing rules, doing mechanical exercises, such as sentence patterns and further practice As Hopkins et al (1994: 157) assumes that it is boring to teach grammar but hardly any teachers ignore it completely Grammarians give strong support to grammar teaching They think grammar gives us a means to understand a language Besides, it reflects the order of the human thoughts and helps us to understand the diversity of human culture For them, the acquisition of the grammatical system of a language remains the most important element in language teaching Nevertheless, there are still people who think that grammar will be acquired naturally and automatically through lessons if opportunities for meaningful communication in the language classroom are created and they lessen the role of grammar In short, different views on the role of grammar still remain Below is a brief look at some of these views As for Thornbury (1999), grammar is a process for making a speaker’s or writer’s meaning clear when there is a lack of contextual information Moreover, grammar means the relationship between three things: grammar, words, and contexts It means it is necessary for students to learn basic and fixed forms and particular forms so that they can express particular meanings It might be confirmed that grammar is clearly central to the working of language Widdowson (1990: 81) emphasizes: “Grammar is not just a collection of sentence patterns signifying nonsense, something for the learner’s brain to puzzle over” Obviously, the definition of grammar makes us clear that grammar consists of certain rules and these rules that govern the system of language units and structures by which we communicate with each other How important grammar is assumed obviously has an impact on the teaching of grammar Hughes et al (1998: 265) regard grammar as the discourse not as the sentence and coined the term discourse grammar with the statement “grammatical statements that not take account of such contextual features inadequate and unable to support grammar teaching effectively.” It is quite reasonable to see the importance of grammar according to Harry viewpoint: “Without some understanding of Grammar, students would not be about to anything more than utter separate items of language for separate of functions Making expression of functional language is only possible through the use of Grammar rules of the language” In general, grammar is acknowledged to be of importance in language study and in language teaching and learning in particular He also emphasize that hardly anyone needs to learn grammar Grammar is acquired naturally from meaningful input and opportunities to interact in the classroom More especially, learners can improve their grammar competence in suitable environment without conscious focus on language forms However, this partly depends on the learning circumstances As a result, grammar teaching gains its significant role in ELT because highly developed language skills are difficult to achieve without some knowledge of grammar 1.3 Approaches to grammar teaching In the history of language teaching methodology, it can be said that grammar goes closely together with the development of teaching methods and approaches Grammar was once the focus of the earliest method – Grammar Translation and until now the tremendous change in methodology have always implied the changes in grammar teaching objective, techniques and activities The following part is about some of the most common methods and approaches in which the grammar teaching will be concerned 1.3.1 The Grammar – Translation Method This method is associated with the learning of Latin and Greek which was popular in the late 18th century in Europe and considered to be the key to the thought and literature of a great and ancient civilization The primary aim of this method is to engage the learners in mental gymnastics and to read literature and philosophy in the target language Also, it focuses on grammatical rules, rote memorization of vocabulary and translation of literary texts According to Prator and Celce-Murcia (1979: 3), the key features of the Grammar Translation Method are as follow: (1) Classes are taught in the mother tongue, with little active use of the target language (2) Much vocabulary taught in the form of lists of isolated words (3) Long elaborate explanations of the intricacies of grammar are given (4) Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words (5) Reading of difficult classical texts is begun early (6) Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis (7) Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue (8) Little or no attention is given to pronunciation In this method, the learners are the passive recipients of the explicit grammar rules and engaged in practice activities and translation exercises, requiring the application of those rules Listening activities takes form of dictations, and speaking practice is accomplished by having students read a passage aloud in front of the class In other words, communication skills are ignored Conversely, the teacher holds the authoritative role, or he is seen as ideal language model and commander of classroom activity It is worth noticing that mistakes and errors are seen as a failure and they must be avoided at any cost Whenever the learners make mistakes or errors, the teacher often correct at once to make sure that the learners always produce correct sentences As its name reveals, grammar plays a very important role in Grammar – Translation method, and at times even the goal of language study Grammar (usually prescriptive) is taught deductively moving from the statement of the rule to the example Grammar – Translation method dominated the history of language teaching from the late eighteenth century to the early twentieth century and it is still widely used, especially in the EFL settings The best point of this method is that it helps the learners produce grammatically correct sentences Besides, it can be easlily exploited in many classroom situations where the class is large (about 40 learners), where the teachers are unqualified, emphasize grammatical knowledge Nevertheless, the biggest disadvantage of this method is that the learners can not communicated in real situations, or their utterances are correct but inappropriate This is the result of the process of learning only form and usage, but not use, and learning about the language, not using the language to learn through authentic tasks Furthermore, this method makes the learners really passive in the process of getting 38 PART THREE: CONCLUSION Summary of the study This research was presented with the aims to investigate the problems of using oral activities in teaching grammar communicatively The research was based on the survey questionnaires and interviews The results of the research have made it possible to come to the following conclusion: It is found that all the teachers frequently use oral activities in teaching grammar because they make students want to learn and help them understand the language items to be taught and use them on their own in real communicative situations It is also interesting that discussion games and problem-solving activities are favorite oral activities to all students meanwhile they were selected by 100% of the teachers However, teachers at VCU also have to cope with many problems when adapting oral activities in teaching English grammar Regarding the difficulties, the three biggest challenges to all the teachers are limited time allowance, passive students and class management Based on the findings of the study, solutions to each problem were given by teachers at VCU Among them, they suggested narrowing the size of the English class, dividing the class into smaller groups and personalizing the textbooks All things considered, oral activities are suitable for first year English non-major students at VCU in grammar learning Most of the students are more interested in and more attentive to learning grammar because they have comfortable and exciting learning environment It is hoped that the study may be useful for teachers in teaching grammar to first year English non-major students at VCU in particular and to any groups of students of English in general Implications With all the findings and discussions presented in the previous sections, this part will offer some suggestions for the teachers who are teaching grammar to English non-major students in Vietnamese University in general, and at VCU in particular 39 It is clearly seen that the traditional method is of some help in a way that encourages students to use the language precisely and accurately Moreover, it helps students to reach high standard in translation The traditional method cannot help students to be active in communicative competence That is why we need to combine the two methods: the traditional method and the communicative ones As the students just want to pass the final school exams, they come to class with an expectation that their teachers will explain vocabulary and grammar rules carefully and give them more exercises in grammar and vocabulary to They will be disappointed if the teachers ignore all these things However, mastering grammar of a language does not help students communicate successfully in their target language Therefore, grammar analysis, structure explanations, and limited use of translation just occupy a part of a lesson time An the way grammar is taught must be different from the traditional method That is, teachers relate language points, sentence, structures, and grammar drilling to the meaningful use of language in the students’ own lives When teaching communicative grammar, the teacher should pay special attention to the quality of classroom activities to ensure that they are interesting and useful to their students Firstly, students are given the chance to use authentic language The teacher should find suitable ways to balance two kinds of objectives: students’ linguistic competence and the communicative competence In addition, the teacher needs to be aware of students’ feelings, preferences so that he can create suitable grammar activities for them to And he should design activities based mainly on actual language use Practicability and applicability to specific grammar teaching situations are factors of success Here are some oral activities suggested for the teachers at VCU when teaching communicative grammar to first year English non-major at VCU (see appendices) Limitations of the study Due to the lack of time, the data was only collected through one main instrument, with questionnaire, supported by opinions gathered from short informal interviews with the teachers Therefore the result of this study may only reflect a part of situation of using oral activities in teaching grammar communicatively There are many things that need considering and investigating thoroughly Mistakes and shortcomings are unavoidable so any comments or extra contributions are welcome 40 Suggestions for further studies Using oral activities in teaching grammar still remains a wide room to study Further research may focus on other subjects like high school students As for a field of exploiting oral activities in learning and teaching grammar, the researcher would suggest that research on developing an item bank of oral activities for a particular textbook would contribute to deal with the shortage of applicable materials for teachers REFERENCES Allright, R (1977) Language Learning Through Communication Practice ELT Documents 76 (3) (pp – 14) Celce – Murcia, M (1991) Grammar Pedagogy in Second and Foreign Language Teaching TESOL Quarterly (25) (pp 459 – 480) 41 Celce – Murcia, M (1988) Techniques and Resources in Teaching Grammar Oxford: Oxford University Press Chung, Siaw-Fong (2005) A Communicative Approach to Teaching Grammar Theory and Practice The English Teacher 34 Selangor: Malaysian English Language Teaching Association (MELTA) (pp 33 – 50) Finocchiaro, Mary and Christopher Brumfit (1983) The Functional – Notational Approach, Oxford: Oxford University Press Friederike Klippel (1984) Keep Talking – Communicative Fluency Activities for Language Teaching Cambridge University Press Fuyuko Kato (1998) Second Language Acquisition & Pedagogic Grammar Retrieved from the World Wide Web: http://www.cel.bham.ac.uk/resouces/essays/fuyuko2.pdf Hammerly, H (1987) The immersion approach: Limos Test of Second Communication The Modern Language Journal 71 (pp 395 – 401) Hammer, J (1987) Teaching and Learning Grammar Longman Group UK Limited 10 Hughes, R & McCathy, M (1998) From Sentence to Discourse Grammar and English 11 Hopkins, D & Nettle, M (1994) Second Language Acquisition Research: A Response to Rod Ellis ELT Journal Volume 48/2 Oxford University Press (pp 157 – 160) 12 Howatt, A.P.R (1984) A history of English language teaching, Oxford Oxford University Press 13 Jacob, R.A (1993) English syntax – A grammar for English language professionals, Oxford Oxford University Press 14 Littlewood, W (1981) Language teaching, An introduction, Cambridge Cambridge University Press 15 Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge University Press 16 Richards, J.C., Platt, J & Platt, H (1992) Longman Dictionary of Language Teaching and Applied Linguistics (2nd ed.) England: Longman 17 Richards, J C & Rodger, T (1986) Approaches and Methods in Language Teaching: A Description and Analysis Cambridge: Cambridge University Press 42 18 Richards, J C & Rodger, T (2001) Approaches and Methods in Language Teaching Cambridge University Press 19 Sysoyev, P (1999) Integrative L2 Grammar Teaching: Exploration, Explanation and Expression The Internet TESL Journal (6) Retrieved from the World Wide Web http://www.aitech.ac.jp/~iteslj/Articles/Sysoyev~Integrative.html 20 Thornbury, S (1999) How to Teach Grammar England: Longman 21 Ur, P (1996) A Course in Language Teaching Cambridge University Press 22 Widdowson H G (1990) Aspects of Language Teaching Oxford: Oxford University Press 23 Watcyn-Jones, P (1995) Grammar Games and Activities for Teachers Penguin Books Websites http://www.bogglesworldesl.com http://www.esl-library.com http://www.onestopenglish.com I APPENDICES Phiếu khảo sát (Dành cho sinh viên) Thân gửi bạn sinh viên năm thứ Đại học Thương Mại, câu hỏi điều tra thiết kế dựa đề tài nghiên cứu tơi “Sử dụng hoạt động nói việc dạy ngữ pháp với mục đích giao tiếp cho sinh viên năm thứ không chuyên tiếng Anh trường Đại học Thương Mại” Để thực tốt đề tài nghiên cứu, mong hợp tác, giúp đỡ bạn cho câu hỏi điều tra Xin bạn vui lòng trả lời câu hỏi Phần 1: Thông tin cá nhân Nơi sinh: Tuổi: Giới tính: Nam Nữ Bạn sinh viên lớp: Bạn học tiếng Anh bao lâu? a Chưa học b Dưới năm c – năm d – năm e Trên năm Phần 2: Thông tin việc học ngữ pháp Xin bạn đánh dấu tích (V) vào mà bạn thấy phù hợp Câu 1: Bạn nghĩ việc học ngữ pháp quan trọng nào? a.Rất quan trọng b Quan trọng c Bình thường d Khơng quan trọng e Khơng quan trọng Câu 2: Tại bạn nghĩ cần học ngữ pháp? a.Thi học kì b Học để giao tiếp tốt c Bắt buộc phải học d Lí khác (……………………………………………………………………………………………… ……………………………………………………………………………………………… …………) Câu 3: Ở lớp bạn có thích học ngữ pháp thơng qua hoạt động nói khơng? a.Rất thích b Thích II c Bình thường d Khơng thích e Rất khơng thích Câu 4: Bạn đồng ý mức độ với câu hỏi sau? Hoàn Hoàn TT toàn đồng Câu hỏi Đồng ý Bình Khơng thường đồng ý tồn khơng ý ý Tơi hiểu nhớ cấu trúc ngữ pháp dễ dàng nhờ hoạt động nói Tơi có thêm hội luyện ngữ pháp theo phương hướng giao tiếp thông qua hoạt động nói Tơi cảm thấy tự tin qua hoạt động nói Tơi cảm thấy có thêm động lực học ngữ pháp với hoạt động nói Câu 5: Bạn có thường xuyên tham gia vào hoạt động nói học ngữ pháp Tiếng Anh không? a.Rất thường xuyên b Thường xuyên c Thỉnh thoảng d Hiếm đồng e Chưa Phần 3: Đánh giá hoạt động nói sử dụng dạy ngữ pháp III Câu 6: Trong hoạt động nói sau, bạn tham gia vào hoạt động học ngũ pháp, đánh dấu vào hoạt động bạn thực đánh giá kết hoạt động việc dạy ngữ pháp: Bạn STT Các hoạt động nói Đánh giá hoạt động thực Rất không -Interviews (Phỏng vấn) - Questioning activities (Các hoạt động đặt câu hỏi) Discussions and decisions (Thảo luận đưa cách giải quyết) -Discussion games (Các trò chơi thảo luận) -Problem-solving activities (Các hoạt động giải vấn đề) Stories and scenes (Kể chuyện đóng kịch) -Miming (Bắt chước) -Role play and simulations (Đóng kịch) -Stories (Kể chuyện) quả (Nhóm hoạt động đặt câu hỏi trả lời) g hiệu hiệu Questions and answers Khơn Bình thườn g Rất Hiệu hiệ u IV Câu 8: Bạn có gợi ý để nâng cao, cải thiện giúp giúp bạn sinh viên năm thứ học ngữ pháp phục vụ mục đích giao tiếp hiệu hơn? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………… Xin chân thành cảm ơn giúp đỡ bạn! Phiếu khảo sát (Dành cho giáo viên) Các câu hỏi điều tra thiết kế dựa đề tài nghiên cứu “Sử dụng hoạt động nói việc dạy ngữ pháp với mục đích giao tiếp cho sinh viên V năm thứ không chuyên tiếng Anh trường Đại học Thương Mại” Để thực tốt đề tài nghiên cứu, mong hợp tác, giúp đỡ anh/ chị cho câu hỏi điều tra Xin anh/ chị vui lòng trả lời câu hỏi Phần 1: Thông tin cá nhân Nơi sinh: Tuổi: Giới tính: Nam Nữ Anh/ chị dạy tiếng Anh bao lâu? Phần 2: Thông tin giảng dạy ngữ pháp Xin anh/ chị đánh dấu tích (V) vào ô mà anh/ chị thấy phù hợp Câu 1: Anh/ chị có áp dụng hoạt động nói để dạy ngữ pháp cho sinh viên năm thứ không chuyên Tiếng Anh chưa? a.Rất thường xuyên b Thường xuyên c Thỉnh thoảng d Hiếm e Chưa Câu 2: Những khó khăn anh/ chị thường gặp phải áp dụng hoạt động nói để dạy ngữ pháp cho sinh viên năm thứ không chuyên Tiếng Anh? a.Thường xun khơng kiểm sốt quản lý lớp học b Khó phân bổ thời gian hợp lý cho hoạt động nói c Khơng tạo hứng thú cho học sinh hút học sinh vào hoạt động nói d Khó để khuyến khích học sinh nói tham gia vào q trình học e Giáo trình khơng có nhiều hoạt động nói để giúp sinh viên thực hành nhớ tượng ngữ pháp f Lí khác (……………………………………………………………………………………………… ……………………………………………………………………………………………… …………) Phần 3: Đánh giá hoạt động nói sử dụng dạy ngữ pháp Câu 3: Anh/ chị đánh giá hiệu hoạt động việc dạy ngữ pháp: STT Các hoạt động nói Anh / chị Đánh giá hoạt động VI thực Rất -Interviews (Phỏng vấn) - Questioning activities (Các hoạt động đặt câu hỏi) - Guessing games (Các trò chơi liên quan đến giải đố) Discussions and decisions (Thảo luận đưa cách giải quyết) -Discussion games (Các trò chơi thảo luận) -Problem-solving activities (Các hoạt động giải vấn đề) Stories and scenes (Kể chuyện đóng kịch) -Miming (Bắt chước) -Role play and simulations (Đóng kịch) -Stories (Kể chuyện) Rất hiệu thường hiệu quả lời) Hiệu hiệu (Nhóm hoạt động đặt câu hỏi trả Bình khơng Questions and answers Khơng VII Câu 4: Từ kinh nghiệm thực tế, anh/ chị thấy nên có giải pháp để tăng hiệu việc áp dụng hoạt động nói dạy ngữ pháp cho sinh viên năm thứ không chuyên tiếng Anh a Lớp học Tiếng Anh nên chia nhỏ với số lượng từ 25-30 sinh viên/ lớp b Giáo trình nên bổ sung nhiều hoạt động nói phần thực hành ngữ pháp để giúp sinh viên nhớ hiểu tượng ngữ pháp c Giáo viên tạo môi trường ngôn ngữ ngắn gọn, dễ hiểu để tạo hứng thú cho sinh viên d Giáo viên nên phân sinh viên thành nhóm nhỏ để nhờ bạn học tốt giúp đỡ bạn học hoạt động nói e Giải pháp khác: …………………………………………………………………………………………… …………………………………………………………………………………………… ………… Xin chân thành cảm ơn giúp đỡ anh/ chị! INTERVIEW QUESTIONS Which approaches have you been employing to teaching grammar to your students? To what degree have you used oral activities in teaching grammar? What have you achieved by employing this approach? What you think about your textbook? Do you have any problems in applying oral activities in teaching grammar communicatively by using the textbook? If you have any, how you solve your problems? VIII Do you have any problems in promoting your students to speak in grammar lessons? What are they? How you solve these problems? Do you meet difficulties in managing time when applying oral activities in teaching grammar? What are they? How are those difficulties solved? Do you have any other problems in using oral activities in teaching grammar communicatively? If there are any, what are they, and how you solve your problems? ORAL ACTIVITIES SAMPLES Choosing pictures Aims: Skill: Speaking Language: giving reasons, expressing likes and dislikes Other: Fun Application: Unit Organization: Individual IX Preparation: Collect about three times as many different pictures (of objects, people, scenery, etc.), as there are students Time: 15 – 20 minutes Procedure: Step 1: All the pictures are put on a table Each student chooses two: one picture of something he likes, one of something he dislikes Step 2: Each student shows the two pictures to the class and explains why he likes or dislikes them Variation: Other selection criteria can be use, e.g choose a picture that you have strong feelings about (positive or negative) and one that leaves you cold Remarks: Suitable pictures can be found in newspapers, magazines and among one’s own collection of snapshots A day in the life Aims: Skill – speaking Language – simple past tense Other: cooperation Application: Unit Organization: Groups of four to six students each Preparation: None Time: 15 – 20 minutes Procedure: Step 1: The class is divided into groups One member of each group leaves the room Step 2: The remaining group members decide on how the person who is outside spent the previous day They draw up an exact time schedule from a.m to p.m and describe where the person was, what he did, who he talked to So as not to make the guessing too difficult, the victim’s day should not be divided into more than six two-hour periods Step 3: The people who waited outside during Step are called in and return to their groups There they try and find out – by asking only yes/ no questions – how the group thinks they spent the previous day X Step (optional): When each victim has guessed his fictitious day, the group tries to find out what he really did ... (Dành cho giáo viên) Các câu hỏi điều tra thiết kế dựa đề tài nghiên cứu tơi ? ?Sử dụng hoạt động nói việc dạy ngữ pháp với mục đích giao tiếp cho sinh viên V năm thứ không chuyên tiếng Anh trường Đại. .. Đánh giá hoạt động nói sử dụng dạy ngữ pháp III Câu 6: Trong hoạt động nói sau, bạn tham gia vào hoạt động học ngũ pháp, đánh dấu vào hoạt động bạn thực đánh giá kết hoạt động việc dạy ngữ pháp: ... (Dành cho sinh viên) Thân gửi bạn sinh viên năm thứ Đại học Thương Mại, câu hỏi điều tra thiết kế dựa đề tài nghiên cứu tơi ? ?Sử dụng hoạt động nói việc dạy ngữ pháp với mục đích giao tiếp cho sinh