Những khó khăn của giáo viên trong việc dạy ngữ pháp theo đường hướng giao tiếp cho sinh viên chuyên ngành công tác xã hội học tại Học viện thanh thiếu niên Việt

iv TABLE OF CONTENTS Page Declaration………………………………………………………………………… i Acknowledgements………………………………………………………………… ii Abstract…………………………………………………………………………… iii Table of contents…………………………………………………………………… iv List of abbreviations……………………………………………………………… vii List of tables and charts…………………………………………………………… viii PART I: INTRODUCTION……………………………………………………… I.1 Rationale of the study………………………………………………………… I.2 Aims of the study……………………………………………………………… I.3 Significance of the study……………………………………………………… I.4 Research questions…………………………………………………………… I.5 Scope of the study………………………………………………………………3 I.6 Method of the research………………………………………………………… I.7 Design of the study…………………………………………………………… PART II: DEVELOPMENT…………………………………………………… CHAPTER 1: LITERATURE REVIEW……………………………………… 1.1 Definitions of grammar……………………………………………………… 1.2 The role of grammar in foreign language teaching…………………………… 1.3 An overview on methods in teaching grammar …………………………… 1.3.1 The grammar-translation method…………………………………… 1.3.2 The direct method…………………………………………………… 1.3.3 The audio-lingual method…………………………………………… 1.4 Application of CLT in grammar teaching …………………………………… 1.4.1 Communicative competence………………………………………… 1.4.2 Definition of communicative language teaching…………………… 1.4.3 Characteristics of communicative language teaching……………… 10 1.4.4 Stages in teaching grammar communicatively……………………… 11 1.5 Factors to be considered of CLT application…………………………… 12 1.5.1 Teachers’ beliefs and attitudes……………………………………… 12 1.5.2 Teachers’ qualities and personalities……………………………… 12 v 1.5.3 Learners’ motivation………………………………………………… 13 1.5.4 Learners’ beliefs and attitudes……………………………………… 13 1.5.5 Learners’ learning styles…………………………………………… 13 1.5.6 Learners’ anxiety and confidence…………………………………… 14 1.5.7 Classroom conditions……………………………………………… 14 1.5.8 Language environment……………………………………………….14 1.5.9 Syllabuses and textbooks…………………………………………… 15 1.5.10 Testing and evaluation…………………………………………… 15 Summary………………………………………………………………………… 15 CHAPTER 2: THE STUDY………………………………………………………16 2.1 An overview of the situation of teaching and learning English grammar at Vietnam Youth Institute (VYI)……………………………………………………… 16 2.1.1 Objectives of the English course at VYI…………………………… 16 2.1.2 Teachers’ factors…………………………………………………… 16 2.1.3 Learners’ factors…………………………………………………… 16 2.1.4 Materials’ factors…………………………………………………… 17 2.2 Research methodology………………………………………………… …… 17 2.2.1 The subjects of the study…………………………………………… 17 2.2.1.1 The teacher ……………………………………………… 17 2.2.1.2 The student ……………………………………………… 17 2.2.2 The instruments for collecting data………………………………… 18 2.2.2.1 Survey questionnaire……………………………………… 18 2.2.2.2 Interviews………………………………………………… 19 2.2.3 Data analysis process……………………………………………… 19 2.3 Data analysis and discussions………………………………………………… 20 2.3.1 Survey questionnaires……………………………………………… 20 2.3.1.1 Questionnaire for the students…………………………… 20 2.3.1.2 Questionnaire for the teachers…………………………… 27 2.3.2 Interviews…………………………………………………………… 33 CHAPTER 3: FINDINGS AND RECOMMENDATIONS 36 3.1 The difficulties faced by the social work students at VYI in learning grammar and their expectations………………………………………………………………… 36 vi 3.2 The difficulties faced by the teachers at VYI in teaching grammar communicatively and their own solutions…………………………………………………………… 36 3.3 Recommendations for overcoming the difficulties in teaching grammar communicatively…………………………………………………………………… 39 PART III: CONCLUSION 43 REFERENCES…………………………………………………………………… I APPENDIX 1: Survey questionnaire for students………………………………… IV APPENDIX 2: Survey questionnaire for teachers………………………………… VIII APPENDIX 3: Questions for interviewing teachers……………………………….XII APPENDIX 4: Information gap………………………………………………… XIII APPENDIX 5: Spot the differences……………………………………………… XIV APPENDIX 6: Game……………………………………………………………… XV vii LIST OF ABBREVIATIONS AM: CLT: DM: ELT: GTM: VYI: Audio-Lingual method Communicative Language Teaching Direct method English Language Teaching Grammar-Translation method Vietnam Youth Institute viii LIST OF TABLES Table 1: Students’ background of foreign languages before entering VYI Table 2: Students’ preference in the way of teaching grammar structures Table 3: Students’ ways of learning grammar structures Table 4: Students’ difficulties in learning grammar Table 5: Students’ recommendations for improving English learning in general and grammar learning in particular Table 6: The teachers’ ways of teaching grammar Table 7: Teachers’ opinions on CLT Table 8: The teachers’ problems when applying CLT in teaching grammar to the social work students at VYI Table 9: The teachers’ recommendations for the difficult situations they met Chart 1: Students’ attitudes towards learning English at the school Chart 2: Students’ reasons for learning English Chart 3: Students’ motivations to learning English in general and grammar in particular Chart 4: Teachers’ age and their teaching experience Chart 5: The teachers’ aim at teaching grammar PART I: INTRODUCTION I.1 Rationale of the study English has already played a special important role in the increasing development of science, technology and international relations, which has resulted in the growing needs for English learning and teaching in many parts of the world Many people are expected to be competent to communicate verbally with the outside world and to access technology In correspondence to this trend, English has become a compulsory subject in national education in Vietnam Vietnam Youth Institute, where I have been working, is not an exception All students not only aim at passing their exams and getting some further studies for their future life, but also have a desire to be integrated into the culture, the civilization, and the people of English speaking countries They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc As a result, learning English now is an interest as well as a practical need for many people Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition Emphasis was placed on mastery of language structures Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients As a result, this kind of teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach In this current approach, language is considered as a form of social behavior The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence With years of experience in teaching English at Vietnam Youth Institute, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school-year At the end of each semester, the students have to take a written test, not an oral one Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to stick to the syllabus, that is, to finish the course-book entitled “Lifelines Elementary” In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally The question how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a worry of teachers of English in general and teachers of English at Vietnam Youth Institute in particular For the above reasons, in this thesis, the author intends to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties I.2 Aims of the study The aims of the study are as follows:  To investigate the difficulties of teaching and learning grammar communicatively faced by the teachers and students  To make some suggestions on reducing the teachers‟ difficulties in the application of CLT in teaching grammar and make grammar lessons more successful I.3 Significance of the study This study plays an important role in improving grammar teaching method to social work students at Vietnam Youth Institute Its implemented suggestions will make the application of CLT at my institute successful and effective I.4 Research questions (1) What are the difficulties faced by the social work students at VYI in learning grammar and their expectations? (2) What are the difficulties faced by the teachers at VYI in teaching grammar communicatively and their own solutions? I.5 Scope of the study The study is concerned with finding the teachers‟ difficulties in teaching grammar communicatively for the first year students of social work at VYI The study of others would be beyond the scope I.6 Method of the research In order to the research, a lot of references have been selected, read and filtered for information Furthermore, a survey has been done by providing a questionnaire for teachers of English and another for 120 social work students at VYI Questionnaires are delivered to the teachers to investigate difficulties in teaching grammar communicatively that they face and solutions that should be implemented Questionnaires are delivered to the students to find out the students‟ attitudes to learning English grammar, their difficulties and solutions suggested by them All the collected information and data have been analyzed and discussed I.7 Design of the study This thesis consists of three parts: PART I (INTRODUCTION): presents the rationale, the aims, the significance, the research questions, the scope, the method and the design of the study PART II (DEVELOPMENT): consists of three chapters described as follows: - Chapter (LITERATURE REVIEW) deals with literature review It starts with definitions of grammar and its role in language teaching, then an overview of some language teaching approaches The next is about the CLT which includes the definition, characteristics, and stages in teaching grammar communicatively The final is some factors to be considered of CLT application - Chapter (THE STUDY): presents the study Firstly, there is an overview on situation of teaching and learning English grammar at Vietnam Youth Institute Secondly, the methodology is performed in the study It provides subjects, the instruments and data analysis process Finally, the data collected from the survey questionnaire and interviews is analyzed and discussed - Chapter (FINDINGS AND RECOMMENDATIONS): reveals the major findings of the study and presents the recommendations PART III (CONCLUSION): summarizes the study, gives conclusions and some limitations during the process of doing the research as well as some suggestions for further study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of grammar Jeremy Harmer (1988:1) defines grammar as “the way in which words change themselves and group together to make sentences The grammar of a language is what happens to words when they become plural or negative, or what word order is used when we make questions or join two clauses to make one sentences.” Jeremy Harmer shares the same point of view with the authors of the Oxford Advanced Learner‟s Dictionary As for Celce – Murcia, M (1988: 16), grammar is “a subset of those rules which govern the configurations that the morphology and syntax of a language assume.” Furthermore, Fromkin et al (1990:12) defined grammar as “the sounds and sound patterns, the basic units of meaning such as words and rules to combine them to form new sentences constitute the grammar of a language These rules are internalized and subconsciously learned by native speakers” Grammar here refers to the knowledge of how words are arranged to form sentences Nunan (2003: 154) defined “grammar is a set of rules specifying the correct ordering words at the sentence level” According to Jacob (1993) grammar has three components: syntax, lexicon and semantics - Syntax: the grammatical principles, units, and relations involved in sentence structure - Lexicon: the set of individual words, suffixes, and prefixes - Semantics: the meaning associated with the lexicon of a language and with units and relations in the sentence structures Richards, Platt and Platt (1992: 161, Longman Dictionary of Language Teaching & Applied Linguistics) defines grammar as “a description of the structure of a language and the way in which linguistic units as words and phrases are combined to produce sentences in the language It usually takes into account the meanings and functions these sentences have in the overall of the language It may or may not include the description of the sounds of a language” It means that grammar implied both meaning and functions and showed both linguistic and social nature of grammar 1.2 The role of grammar in foreign language teaching The role of grammar teaching in ELT is still controversial Some people refute the place of grammar teaching for the reason that the study of grammar is neither necessary nor sufficient for learning to use a language Meanwhile, the others affirm the importance of grammar for effective language learning “The evidence seems to show beyond doubt that though it is by communicative use in real “speech acts” that the new language “sticks” in the learner‟s mind, insight into pattern is an equal partner with communicative use in what language teachers now see as dual process I REFERENCES Ausubel, D.P (1968), Educational Psychology: A Cognitive View New York: Holt, Rinehart & Winston Brindley, G (1986), Some Current Issues in Second Language Teaching Prospect, Vol No April 1986 Brown, H.D (1994) Principles of Language Learning and Teaching (3rd ed.) Englewood Cliffs, NJ: Prentice Hall Regents Brumfit, CJ & Roberts, J.T (1983), An introduction to Language and Language Teaching with Comprehensive Glossary o f Iterms, London: Batsford Academic and Education Ltd, pp.8 Brumfit, C (1984), Communicative Methodology in Language Teaching: the Roles of Fluency and Accuracy, Cambridge University Press Canale, M and Swain, M (1980), Approaches to Communicative Competence, SEAMEO Regional Language Centre Canale, M and Swain, M (1993), Theoretical Basis of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, pp.3 Celce- Murcia, M (1988), Techniques and Resources in Teaching Grammar, Oxford University Press, pp.16 Celce- Murcia, M (1992), Formal Grammar Instruction: An Educator Comment, TESOL Quarterly 26,2,406, pp.5 10 Doff, A (1988) Teaching English: A training course for teachers Cambridge: Cambridge University Press 11 Ellis, P (1996), How culturally appropriate is the communicative approach, ELT Journal 12 Freeman, D (1998), Doing teacher research: From inquiry to understanding Pacific Grove, CA: Heinle and Heinle 13 Finocchiaro, Mary and Christopher Brumfit (1983), The functional-notional approach, Oxford University Press 14 Fromkin, V et al 1990, An Introduction to Language (2nd ed), Sydney: Holt, Rinerhart & Winston, pp.12 15 Hall, D and Hewings, A (2001), Innovation in English Language Teaching: A Reader, Routledge , pp 150 II 16 Harmer, J (1988), Teaching and Learning Grammar, Longman, pp.1 17 Harmer, J (1991), The Practice of English Language Teaching, London: Longman 18 Hawkins, E (1984), Awareness of Language: An Introduction, Cambridge University Press, pp.150-1 19 Jacop, R.A (1993), English syntax-A grammar for English language professionals, Oxford: OUP 20 Johnson, K (1981), Communication in the Classroom- applications and Methods for a Communicative Approach, Longman Group UK Limited 21 Keefe, J W (1979), Learning Style: An overview In NASSP's Student Learning Styles: Diagnosing and Proscribing Programs, Reston, VA National Association of Secondary School Principals, pp.4 22 Larsen-Freeman, D (1986), Techniques and Principles in Language Teaching, Oxford: Oxford University Press 23 Li, D (1998), It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea, TESOL Quarterly, 32(4), pp.678 24 Littlewood, W (1981), Communicative Language Teaching, New York: Cambridge University Press 25 Nunan, D (1989), Designing Tasks for the Communicative Classroom, Cambridge University Press, pp.194 26 Nunan, D 2003, Practice English Language Teaching, Higher Education Press, pp.154 27 Peck, A (1988), Language Teachers at work, Prentice Hall, pp.127 28 Richards, J C., & Lockhart, C (1996), Reflective teaching in second language classrooms Cambridge: Cambridge University Press 29 Richard, J.C Platt, J & Platt, H (1992), Longman Dictionary of Language Teaching & Applied Linguistics (2nd ed), England: Longman, pp.161 30 Richards, J.C and Rodgers, T (1986), Approaches and methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press 31 Rivers, W.M (1981), Teaching Foreign Language Skills (2nd edn), Chicago, The University of Chicago Press 32 River, W.M (1983) , The Foreign Language Teacher and Cognitive Psychology In Communicating Naturally in a Second Language, Cambridge University Press, pp.34 III 33 Savignon, S J (1983), Communicative Competence Theory and Classroom Practice Reading Addison-Wesley Publishing Company 34 Taylor, B P (1983), Teaching ESL: Incorporating a Communicative, StudentCentered Component, TESOL Quarterly, 17 (1) 35 Tumposky, N R (1991) Student Beliefs about Language Learning: A CrossCultural Study Carleton Papers in Applied Language Studies, 8, 50 -65 36 Woodward, T (2001), How people learn and so how can he teach: Planning lessons and courses; Designing sequences of work for language classroom Cambridge: Cambridge University Press 37 Wilkins, D A (1972), The linguistic and situational content of the common core in a unit/credit system Ms Strasbourg: Council of Europe 38 Wilkins, D.A (1974), Linguistics in Language Teaching, London: Edward Arnold APPENDIX PHIẾU ĐIỀU TRA NGHIÊN CỨU (DÀNH CHO SINH VIÊN) Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu “Những khó khăn giáo viên việc dạy ngữ pháp theo đường hướng giao tiếp cho sinh viên chuyên ngành công IV tác xã hội Học viện Thanh Thiếu niên Việt Nam” Các câu trả lời hữu ích bạn sử dụng cho việc nghiên cứu, khơng mục đích khác Xin bạn vui lịng trả lời đầy đủ, xác câu hỏi đánh dấu vào ô bạn chọn Xin bạn vui lòng cho biết: - Tuổi: - Giới tính: - Dân tộc: - Lớp: - Nơi (trước vào học Học Viện ): Trước vào học Học Viện Thanh Thiếu niên, bạn: A: Học ngoại ngữ gì? Tiếng Anh Tiếng Pháp Tiếng Trung Quốc Không học ngoại ngữ B: Nếu học tiếng Anh, bạn học năm? C: Bạn học tiếng Anh đâu? Trường phổ thông Câu lạc tiếng Anh Trung tâm ngoại ngữ Nơi khác: Bạn có thích học tiếng Anh khơng? Rất thích Thích Khơng thích Khơng thích khơng ghét Bạn nêu lí bạn học tiếng Anh? Vì bạn thích Để giao tiếp tốt Để có hội tìm việc làm tốt tương lai Vì mơn học bắt buộc Các lí khác: Đối với bạn, việc học ngữ pháp Tiếng Anh: Rất quan trọng V Quan trọng Không quan trọng Bạn học ngữ pháp để: Đạt điểm tốt kỳ thi Đọc dịch tài liệu tốt Giao tiếp tốt (nói viết) Mục đích khác: 6.Các học ngữ pháp tiếng Anh trường: Hay, sôi nổi, sinh động, dễ hiểu Bình thường, khơng có đặc biệt Bạn hiểu bài, không hiểu Tẻ nhạt thường xuyên không hiểu Theo bạn, giáo viên giảng cấu trúc ngữ pháp, bạn thấy dễ hiểu nếu: Giáo viên giảng Tiếng Viêt Giáo viên giảng tiếng Anh Giáo viên giảng tiếng Anh, sau tiếng Việt Giáo viên phân tích cấu trúc ngữ pháp cho học sinh vận dụng cấu trúc để dịch Giáo viên đưa tình , giới thiệu cấu trúc mới, đưa ví dụ sau học sinh làm tập thực hành cấu trúc Giáo viên đưa ví dụ có cấu trúc ngữ pháp mới, khuyến khích học sinh rút cấu trúc thực hành nhiều với cấu trúc Sự kết hợp cách Theo kinh nghiệm bạn, cách học ngữ pháp tiếng Anh đây: Mức độ hiệu Hồn Cách học Hiệu Ít hiệu tồn quả không hiệu A Làm tập thay thế, lắp ghép VI B Đọc khóa hay nghe hội thoại có sử dụng quy tắc, cấu trúc ngữ pháp C.Giáo viên yêu cầu đặt ví dụ riêng thân có sử dụng quy tắc, cấu trúc ngữ pháp D Nghe giáo viên giảng quy tắc ngữ pháp cách dùng làm tập sách giáo khoa E Dịch câu có sử dụng cấu trúc ngữ pháp từ Việt sang Anh ngược lại F Biết cấu trúc thực hành sử dụng cấu trúc để diễn đạt nội dung giao tiếp với bạn lớp tiếng Anh G Phân tích thành phần cấu trúc nhớ H Học ngữ pháp qua tập dạng trò chơi, câu đố, hát, đóng kịch, thảo luận, hoạt động theo nhóm theo cặp I Tham gia vào hoạt động giao tiếp vận dụng học có hội L Ý kiến riêng bạn: Khi học tiếng Anh bạn gặp khó khăn gì? Lớp học q đơng Cách diễn đạt tiếng Anh không giống tiếng Việt Trong tiếng Anh có biến đổi hình thái từ mà tiếng Việt khơng có Thời gian dành cho học ngữ pháp lớp không đủ Các cấu trúc tiếng Anh phức tạp tiếng Việt Khơng có hội để vận dụng ngữ pháp học để giao tiếp Phương pháp giảng ngữ pháp giáo viên không hiệu Luôn sợ mắc lỗi ngữ pháp sử dụng tiếng Anh Khơng có đủ sách tập ngữ pháp tiếng Anh để luyện tập VII Đồ dùng dạy học không đủ Cơ sở vật chất nghèo nàn Ý kiến riêng bạn: 10 Theo bạn để cải thiện nâng cao việc học tiếng Anh nhà trường nói chung việc học ngữ pháp nói riêng cần: Phương tiện dạy học đầy đủ Giáo trinh giảng dạy phù hợp Phân bố chương trình hợp lý Giáo viên cần tạo nhiều hội giao tiếp cho học sinh học khích lệ em tham gia Giáo viên cần sử dụng tranh ảnh, mô hình giáo cụ trực quan để học thêm sinh đông Học sinh cần tham gia vào hoạt động giao tiếp tiếng Anh có hội Giáo viên cần đưa tập ngữ pháp đa dạng cho học sinh Ý kiến riêng bạn: Xin chân thành cảm ơn cộng tác bạn! APPENDIX SURVEY QUESTIONNAIRE FOR TEACHERS The purpose of this questionnaire is to find out the teachers’ difficulties in teaching grammar communicatively for social work students at Vietnam Youth Institute Your completion in this questionnaire is highly appreciated The data collected are used in the research paper only, not for any purposes Thank you for your help VIII Please complete the following questions and requirements You may tick more than one option Your age:…… Your gender:…… Your teaching experience:……year(s) Have you ever been trained in Communicative Teaching (CLT)? Never Yes, in University teaching method course Yes, in English teaching conferences Yes, in English teaching journals Other, please here:…………………………………………………………… Have you ever been retrained in CLT? Never Once Twice Many times From your point of view, mastery of grammar: Enhances students’ four language skills Enhances students to analyze grammatical elements of utterances, sentences… Enhances students to translate books, margarines and other documents from English into Vietnamese perfectly Is a key to successful communication In your opinion, the aim of teaching grammar at your Institute is to enable the students: To understand and analyze grammatical structures To make grammatically correct questions as well as answers To use structures correctly in appropriate context To use structures automatically without stopping to think To read and write simple texts in English To well in the exams Others:…………………………………………………………………… When you teach a grammar structure, you Always teach in Vietnamese Always teach in English Teach in English first and then in Vietnamese Present the structure, analyze the structure and then give examples to illustrate Give the situation, present the new structure, give examples and then let students the practice Give examples, then let your students practice using substitution drills IX Use visual aids to present the structure, let your students to figure out the form and then give examples to illustrate Sometimes teach in English and sometimes teach in Vietnamese When your students make grammar mistakes, you Always ignore students’ mistakes Always stop them and correct the mistake immediately because mistakes lead to the formation of bad habits Correct students’ mistakes during focused practice so that students can control the correct form Not correct their mistakes but get them to self-correct by asking them to make a choice Not interrupt students to correct their mistakes during communication practice, but correct later because interrupting students discourages them to speak and prevent them from speaking fluently In your viewpoint, CLT: CLT emphasizes language functions more than form CLT creates a lot of opportunities for students to communicate CLT always emphasizes on both fluency and accuracy CLT creates a secure, non-threatening atmosphere in the classroom CLT uses authentic materials In CLT, language items are necessarily contextualized Translation may be used where students need or benefit from it The final goal of CLT is students’ communicative competence Students can work on four skills from the beginning CLT reduces teachers’ work Please tick the difficulties that you have experienced when adopting CLT in teaching grammar to non-English major students at the Institute Misconceptions about CLT Lack of training and retraining in CLT Few opportunities to learn how to use CLT Deficiency in strategic and sociolinguistic competence in English Lack of authentic teaching materials Students’ low English proficiency X Students’ lack of good attitudes to learning grammar Students have passive styles to evaluate communicative competence Students’ not participating in class activities Too little time and expertise to develop CLT materials Teaching facilities are poor Class sizes are too large to conduct CLT Multi-level classes The grammar-based exams not justify using CLT Students use Vietnamese in work-group or pair-work To improve teaching English in general and teaching English grammar in particular to social work students at the Institute, teachers should………………… Have further training on teaching methods Be trained and retrained on sociolinguistic competence Use more authentic materials Motivate students more to learn English Attend workshops or seminars on CLT so that teachers can share their teaching experience Follow the guide for the teacher Have self-improvement in their English level and teaching methods Be provided with sufficient teaching facilities Encourage collaborative work from students Give open-ended questions that allow weaker students to give their answers too Give encouragements and positive correction and feedback on their students’ mistakes Use the language which is suitable with the students’ level in the classroom Divide the class into pairs or groups and point out the monitor to control the group 10 To make a grammar lesson more interesting and effective, teachers can apply the following activities: Using boards Using work cards and worksheets Realia Using stories Picture description THANK YOU FOR YOUR COOPERATION! XI APPENDIX QUESTIONS FOR INTERVIEWING THE TEACHERS Question 1: How often you apply CLT in teaching English grammar? Question 2: What difficulties have you experienced when CLT is applied to English grammar lessons? Question 3: What are your suggestions to overcome difficulties applying CLT to English grammar lessons? XII APPENDIX UNIT 10: TRAVEL (INFORMATION GAP) Work with a partner Ask and answer questions to find the missing information in the following tables Customer Destination Moscow Date of departure Length of stay Number of people Transport XIII Accommodation Customer Destination Date of departure Length of stay two months Number of people Transport by air Accommodation APPENDIX UNIT 7: PLACES (SPOT THE DIFFERENCES) Ask and answer questions to find out differences between two pictures given XIV APPENDIX XV UNIT 5: LIKES AND DISLIKES (GAME) ... NGHIÊN CỨU (DÀNH CHO SINH VIÊN) Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu ? ?Những khó khăn giáo viên việc dạy ngữ pháp theo đường hướng giao tiếp cho sinh viên chuyên ngành công ... most Vietnamese schools, except for a few elite ones, are poor resourced and only basically equipped Vietnamese classrooms are not sound-proof and noise concerns teachers In many schools, teachers... Teacher and Cognitive Psychology In Communicating Naturally in a Second Language, Cambridge University Press, pp.34 III 33 Savignon, S J (1983), Communicative Competence Theory and Classroom Practice