Some suggestions to teach grammar lesons in english 11 at pham hong thai high school

MINISTRY OF EDUCATION AND TRAININGVINH UNIVERSITY PHAN THỊ THANH HƯƠNG SOME SUGGESTIONS TO TEACH GRAMMAR LESSONS IN ENGLISH 11 AT PHAM HONG THAI HIGH SCHOOL Major: Teaching English to Sp

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

PHAN THỊ THANH HƯƠNG

SOME SUGGESTIONS TO TEACH GRAMMAR LESSONS IN ENGLISH 11 AT PHAM HONG THAI HIGH SCHOOL

MASTER'S THESIS IN EDUCATION

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

PHAN THỊ THANH HƯƠNG

SOME SUGGESTIONS TO TEACH GRAMMAR LESSONS IN ENGLISH 11 AT PHAM HONG THAI HIGH SCHOOL

Major: Teaching English to Speakers of Other Languages (TESOL)

Code: 60 14 01 11

MASTERTHESIS IN EDUCATION

SUPERVISOR: TRẦN BÁ TIẾN, Ph.D.

I certify that this study is entirely my own work I have provided fullydocumented references to the work of others The material in this study has not beensubmitted for assessment in any other formal course of study

Author

Phan Thị Thanh Hương

I am, first of all, particularly indebted to my supervisor, Dr.Tran Ba Tien, forhis invaluable advice, instructions and correction, excellent suggestions andconstant encouragement during the research period Without his guidance and help,this work would not have been accomplished

Secondly, my sincere thanks also go to all the lecturers who have beenteaching K20 MA course in Vinh University and the post-graduate staff for theiradministrative assistance to the success of the course

Besides, I would like to give my heartfelt thanks to all the teachers and thestudents at Pham Hong Thai High School in Hung Nguyen, who willinglyparticipated in the study I thank them for their time, patience and willingness incompleting the questionnaires, answering the questions and sharing their classroomswith me

Last but not least, I would like to convey my deepest gratitude to my parents,

my husband and my son, and for their constant support and thorough understanding.Their great encouragement and love have helped me to overcome the difficultiesduring my study

Grammar always plays an important part in teaching and learning English.However, how to create students’ motivation in learning grammar lesson is notsimple This study is concerned with the communicative activities in teachinggrammar as an effective method to create students’ motivation and improvestudents’ understanding of the lesson The benefits of using communicativeactivities are affirmed again in this thesis through the former grammarians’ studiesand the researcher’s carried out at Pham Hong Thai High School, Hung Nguyendistrict These benefits bring considerable effectiveness to teachers and students inteaching and learning grammar In order to achieve this aim, the researcher carriesout observing classes, interviewing, questionnaires closely both teachers andstudents, giving questionnaires to them, etc to have necessary findings and analysis.The researcher also suggests the suitable measures to overcome difficulties in usingcommunicative activities in class successfully, and the examples of usingcommunicative activities to teach grammar points in Tieng Anh 11

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

Chaper 1: INTRODUCTION 1

1.1 Rationale of the Study 1

1.2 Purposes of the study 2

1.3 Research questions 2

1.4 Scope of the Study 3

1.5 Significance of the Study 3

1.6 Method of the Study 3

1.7 Design of the Study 4

Chapter 2: THEORETICAL BACKGROUND 5

2.1.Enghlish grammar 5

2.1.1 Definition of grammar 5

2.1.2 Grammatical Structure 7

2.1.3 The role of grammar in teaching and learning English 7

2.2 Grammar teaching in the major teaching methods 10

2.2.1 The Grammar- Translation method (GTM) 10

2.2.2 The Direct method (DM) 11

2.2.3 The Audio-Lingual method (AM) 12

2.3 Definition of CLT 14

2.3.1 Teaching Grammar in CLT 15

2.4 Some General Principles of Grammar Teaching 17

2.5 Stages in teaching grammar communicatively 19

2.6 Common Procedure in Teaching a New Structure 20

2.6.1 Presentation 20

2.6.2 Practice 21

2.6.3 Production 21

2.6.4 Feedback and Correction 21

2.7 Conclusion 22

Chapter 3: RESEARCH METHODOLOGY 23

3.1 Real Situation of Learning and Teaching English at Pham Hong Thai High School 23

3.1.1 Pham Hong Thai High School 23

3.1.2 The 11th-form students and observation classes 23

3.1.3 English teachers at Pham Hong Thai high school 24

3.1.4 The textbook English 11 and its Language Focus section 24

3.2 Research methodology 27

3.2.1 Method of the Study 27

3.3 Conclusion 30

Chapter 4 : DATA ANALYSIS AND DISCUSSION 31

4.1 Questionnaire for the students 31

4.1.1 Students’ attitudes about the importance of language skill and other elements 31

4.1.2 Students’ ideas about degrees of difficulty of English grammar 32

4.1.3 Students’ interest in learning English grammar 33

4.1.4 Students’ frequent errors 34

4.1.5 Students’ interest in the stages of grammar lesson 35

4.1.6 The ways teachers introduce and show the form of a grammatical structure 36

4.1.7 Students’ opinions about exercises in textbooks 38

4.1.8 Students’ opinions about extra grammatical activities 38

4.1.9 Motivating factors 40

4.2 Questionnaire for the teachers 41

4.2.1 Teachers’ attitude toward English Grammar 41

4.2.2 Teachers' difficulties in teaching English Grammar 42

4.2.3.The teachers’ opinions of teaching grammar 43

4.2.4 The teacher guides the student to practise the structure 44

4.2.5 Teachers’ adapting grammar exercises 45

4.2.6 Forms of interaction teachers employ to conduct activities 46

4.2.7 Teachers’ assessment on students’ results 47

4.2.8.The teachers’ activities for grammar lessons 47

4.3 Data from the class observation 48

4.3.1 Introduction 48

4.3.2 Data analysis of the class observation 49

4.4 Findings from interviews 53

4.4.1 Findings from interviews with the teachers 53

4.4.2 Findings from interviews with the students 54

4.5 Post class survey and discussion 55

4.5.1 Students’ reactions and progress 55

4.6 Proposed activities for teaching English grammar 56

4.6.1 Introduction 56

4.6.2 Criteria for activities used in grammar teaching 57

4.6.3 Some proposed activities 57

4.7 Conclusion 66

Chapter 5: CONCLUSION 67

5.1 Recapitulation 67

5.2 Suggestions for Further Study 68

REFERENCES 70

APPENDIX 72

CLT: Communicative Language Teaching

ELT: English language teaching

GTM: Grammar- Translation method

DM: Direct method

AM: Audio-Lingual method Audio

LIST OF FIGURES AND TABLES

Table 3.1: Distribution of time , units and contents in 2 semesters 26

Table 4.2: Students’ attitudes about the importance of language skill and other elements 31

Chart 4.1: Students’ ideas about degrees of difficulty of English grammar 32

Chart 4.2: Students’ interest in learning English grammar 33

Chart 4.3: Students’ frequent errors 34

Chart 4.4: Students’ interest in the stages of grammar lesson 35

Table 4.3: The ways teachers introduce and show the form of a grammatical structure 36

Chart 4.5: Students’ opinions about exercises in textbooks 38

Table 4.4: Students’ opinions about extra grammatical activities 39

Chart 4.6: Motivating factors 40

Chart 4.7: Teachers’ attitude toward English Grammar 41

Chart 4.8: Teachers’ difficulties in teaching English grammar 42

Table 4.5: The teachers’ ways of teaching grammar 43

Table 4.6: The teacher guides the student to practise the structure 44

Chart 4.9: Teachers’ adapting exercises 45

Chart 4.10: Form of interaction 46

Table 4.7: Teachers’ assessment on students’ results 47

Table 4.8: Teachers’ activities in classes 48

Chart 4.11: Students’ reaction 55

Chart 4.12: Students’ progress 55

Chapter 1 INTRODUCTION

1.1 Rationale of the study

Today, English has become one of the most important languages tocommunicate from this country to another country and people focus on learning thislanguage with different purposes For whatever purposes they have, English is themost useful means to achieve the goals Besides the aim of passing their exams andgetting some further studies for their future life, all students have a desire to beintegrated into the culture, the civilization, and the people of English speakingcountries

The more society develops, the more important part communication plays inevery field of life: home school, work and beyond Through communication, we canchange our thoughts, opinions, and information by speech, writing or signs It isonly through communication that collaboration and cooperation occur Therefore,the author has really been interested in communication in learning language throughwhich people of different nations can communicate or exchange the materials andspiritual values, make their knowledge and culture richer and more diversified

Aware of language’s function as a means of communication, manyresearchers have been involved in the study of how to develop communication tolanguage learners This is the first time the author has had a chance to learn

“Language teaching theory” and she has found that it is a very important materialfor everyone who becomes teacher of English since it is a good way to help learnerspractice communicative skills

In addition, in my experience, after 7 years of teaching English by using thenew English textbooks at Pham Hong Thai High School, the researcher observedthat the teachers and learners have to face a number of difficulties not only inteaching and learning the four language skills but also in teaching and learninggrammar during the Language Focus lessons Specially, one of the problems

generally faced by most of the teachers of English at the secondary school is thepoor standard of the students Students are even ignorant of the basic rules andstructural patterns which they are supposed to have learnt at the school level Somestudents are shy to use Enghlish in class, these are so serions prollems that thereasearcher has been thinking about the question: Why do students fail incommunicating? How do teachers apply communicative language teaching ingrammar lessons? What activities can help them to motivate in learning Enghlishwell?

For the above reasons, the researcher decides to choose the topic: “Some suggestions to teach Grammar lessons in English 11” It is expected that this study

will find out the problems of teaching and learning grammar in Language Focuslessons at Pham Hong Thai High School in order to contribute some immediatesolutions to make grammar lessons more successful and effective

1.2 Purposes of the study

The aims of the study are as follows:

- Investigate the difficulties in teaching and learning grammar

- Find out how the teachers and the students deal with grammar in the

“language focus” lessons

- To help teachers aware of the importance of grammar and applyingactivities to teach grammar communicatively

- To get some information about the real situation of teaching and learninggrammar with creating and applying activities

- To suggest some useful activities to motivate students and improve theability of communication for learners in grammar lessons

2 What are the difficulties in teaching and learning grammar in theLanguage Focus lessons as perceived?

3 What is real situation of teaching and learning English grammar at PhamHong Thai High School?

4 What are communicative activities to be applied in grammar lessons?

1.4 Scope of the Study

As mentioned earlier, this study is only aimed at investigating the difficulties

of teaching and learning grammar in Language Focus lessons and giving somesolutions to make grammar lessons more effectively

This study is limited to the teaching and learning difficulties with regard toteaching and learning grammar in Language Focus lessons

This study is a detailed survey at Pham Hong Thai High School in HungNguyen district Therefore, the findings of the study are not intended to begeneralized to other school contexts Indeed the findings may not apply beyond theactual participants in this particular study

1.5 Significance of the Study

This study plays an important role in improving grammar teaching method tostudents at Pham Hong Thai School It aims to identify the problems and suggestsways of improving them; therefore, this study mainly focuses on communicativeactivities It is hoped that this study will be beneficial in many ways First,participants in the study (the teachers and the learners at Pham Hong Thai HighSchool) will benefit immediately from the experience of reflection Secondly, thefindings of the study will contribute information to make the application of CLT at

my school successful and effective

1.6 Method of the Study

For the sake of the teaching and learning of English, as this study is carriedout, the author has applied the two methods: quantitative and qualitative Then,various instruments will be used to collect the data for the study from differentsources:

- Survey questionnaires to investigate the difficulties in teaching and learninggrammar in Language Focus lessons In order to do the research, a lot of referenceshave been selected, read and filtered for information Furthermore, a survey hasbeen done by providing a questionnaire for 5 teachers of English and another for

116 students at Pham Hong Thai Questionnaires are delivered to the teachers toinvestigate difficulties in teaching grammar communicatively that they face andsolutions that should be implemented Questionnaires are delivered to the students

to find out the students’ attitudes to learning English grammar, their difficultiesconfronted and solutions suggested by them

-After that, she conducts a survey to get information about the real situation

of teaching and learning English grammar at Pham Hong Thai High School.All thecollected information and data have been analyzed and synthesized and thesuggested activities to teach grammar for 11th form classes are discussed In addition

to these, the research paper will not be completed without the supervisor’s help

1.7 Design of the Study

The thesis consists of 5 main chapters Chapter I, Introduction, deals with theauthor’s reasons for choosing the topic of the study, the rationale, aims, scope,significance, methodology and design of the study

Chapter II, entitled Literature Review, provides an overview on thetheoretical background Chapter III presents the methodology of the study Chapter

IV is devoted to analyzing and discussing the findings of the study

Chapter V, “Conclusion” is the summary of the main points presented in thestudy The study ends with the “References” which lists all the materials andsources of the information used in the study and the “Appendix

Chapter 2

THEORETICAL BACKGROUND 2.1 English grammar

2.1.1 Definition of grammar

Grammar is understood in various ways There have been a lot of ways todefine grammar – a very common and familiar term in language teaching andlearning

According to Ur.P (1998), “grammar may be roughly defined as the way a language manipulates and combines words (or bits of words in order to form longer units of meaning” For example, in English, the present form of the verb “be”

in the third person has two distinct forms; one is being used with singular subject,and the other with a plural If the plural “are” is combined with a singular subject,the result is usually unacceptable or ungrammatical Thus, a sentence like “She are ateacher” is ungrammatical The correct sentence is “She is a teacher”

Grammar can be seen as “the study and practice of the rules by which words change their forms and are combined into sentences” from The Longman

Dictionary of Contemporary English (quoted in Harmer: 1987, p12) There are twoconcentrated basic elements: the rules of grammar and the study and practice of therules

As for Murcia (1988), grammar is “a subset of those rules which govern the

configurations that the morphology and syntax of a language assume.” (p16)

According to Lưu Quý Khương (2006), grammar is sometimes defined as

“the way words are put together to make correct sentences” Thus, in English, “Iam

a teacher” is grammatical, but “I a teacher” On the other hand, “I are a teacher” arenot We can, however, apply the term “grammatical” to units smaller than asentence A brief phrase said or written on its own can be grammatically acceptable

or unacceptable on its own right A tall woman sounds right but a woman tall is not.The same may be true of single words: compare “went” with “goed”

All the ideas mentioned above agree on a point that is grammar is a set ofrules which form words and make sentences from words This help to orientlanguage teachers to the focus of grammar teaching

Most language learners and teachers agree that mastering the grammar of alanguage may form part of the knowledge of it However, there exist somecontroversial opinions about the teaching of grammar One of the biggestchallenges to the necessity of grammar teaching comes primarily from Krashenwhose insistence on the primacy of acquisition has tended to downplay the value ofdeliberate grammar teaching In Krashen and Tarrel’s influential Natural Approach,

it is claimed that learners need to be exposed to a lot of comprehensive andmeaningful input at a level just above their own for acquisition to take place Thestudy of grammar has only secondary role in the language program with the goal toproduce optimal monitor–user, programmers who can use grammar as a supplement

to acquisition when they have time, when the focus is on form, and when they knowthe rules (the Monitor Hypothesis, Krashen and Terrell,1983) Put another way,grammar can be acquired naturally from meaningful input and opportunities tointeract in the classroom and grammatical competence can develop in fluency–oriented environment without conscious focus on the language forms

Admittedly, some learners acquire second language grammar naturallywithout being taught Immigrants to the United States (especially young ones) whoattain proficiency in English on their own can be a good example of naturalisticacquisition (Lightbown and Spada, 1999, p.60) But this is not true for all learners.Among the same immigrants are learners who may achieve the proficiency inEnglish but that English is far from accurate

In fact, grammar is one of the key components of a language Thus, onecannot master a language without the knowledge of its grammar Partly thanks togrammar, language can function as a means of communication, especially in writtenlanguage A person cannot write well if he lacks the knowledge of grammar From

my observation and my experience, I find it necessary to teach grammar lessons I

intend to carry out my study The first reason is that almost all the students in PhamHong Thai who come from the rural areas where they never have chance to learngrammar sufficiently Furthermore, the main objective of these students afterleaving the school is to communicate and attend some courses in English For thetwo reasons mentioned above, they can hardly do it without grammar Moreover,grammar exists to enable us to ‘mean’ and without it, it is impossible tocommunicate beyond a very rudimentary level because speech seems to be no morethan sounds, writing seems to be no more than hieroglyphics For all these reasons,the teaching of grammar is quite important in English language teaching (ELT).

2.1.2 Grammatical structure

Grammatical structure is the building blocks of language It is usuallyunderstood as a system of interrelated words, which makes a meaningful utterance.The thing is what elements are needed to hold the relations of utterances.Grammatical structures not only have form, but they are also used to expressmeaning “semantics” in context and appreciate use “pragmatics” which includessocial context, linguistic discourse and presupposition about context (MarianneCelce, Murcia)

A particular form may be used for different appropriate uses depending onthe context This means that the form of an utterance by itself does not determinethe function In other words, we cannot fully explain the form of grammar whileignoring meaning and use We cannot account the form of an utterance by lookingonly at its meaning or function

Having controlled a skeleton structure, we can create dozens or even hundred

of utterances If the students can handle a range of useful structures in a formulaicway, be aware of the functional value of each and able to substitute the content tomeet their communicative needs, then they getting what they need

2.1.3 The role of grammar in teaching and learning English

ESL teachers must frequently explain complex English grammar to theirstudents to help them speak and write This course covers basic grammatical

concepts and exercises for ESL instruction Ideas are presented to help educatorsmake grammar manageable for students; include grammar in their teaching ofwritten and spoken language; testing grammatical knowledge; and development ofmaterials that promote language fluency as well as accuracy.

It is quite reasonable to see the importance of grammar according to

Harmer’s viewpoint (1987):“Without some understanding of Grammar, students would not be able to do anything more than utter separate items of language for separate functions The expression of functional language is only possible through the use of the Grammar of the language” (p.12)

Firstly, teaching grammar helps students understand how the languageworks Apart from vocabulary, students need to know grammar to understand how

it is written or how words are combined together to understand the proper meaning.Without grammar or with a poor knowledge of grammar, they may get confusedwith complicated expression In other words, the teaching of grammar meansproviding students with opportunities to use English in a variety of realisticsituations to learn to communicate effectively Appropriate grammar techniques areembedded in meaningful, communicative contexts then contribute positively tocommunicative goals and they also promote accuracy within fluent communicatelanguage use

Secondly, according to Smith (2001), if teachers neither pay attention togrammar nor create opportunities for learners to improve grammar, learners arelikely to stand the risk of fossilization or reach a point where they can cope withlevel of communication that is demanded of them by making use of their existinggrammatical resources and communication strategies and probably with sufficientfluency Surely, they do not see the need to develop their linguistic abilities anyfurther (p.15)

In favour of the importance of grammar, Larsen – Freeman (1986) affirmsthat grammar is regarded as a skill rather than an area of knowledge Learners donot simply store knowledge about the language and its use, they need also develop

an ability to do something They must have a chance of learning situations toovercome the knowledge problem It is true to say that grammar is the fifth skillbesides four skills reading, writing, speaking, and listening Skill development aswell as learning grammar takes practice Grammar might not be taught only whenthe students already possessed the knowledge and the ability to use the grammaritem in speech, writing and listening comprehension In fact, grammar is the basisfor mastering four language skills When we have concrete foundation of grammar,

we feel easy to advance (p.13)

In general, grammar is acknowledged to be of importance in language studyand in language teaching and learning in particular Grammar is acquired naturallyfrom meaningful input and opportunities to interact in the classroom Moreespecially, learners can improve their grammar competence in a suitableenvironment without conscious focus on language forms However, this partlydepends on the learning circumstances As a result, grammar teaching gains itssignificant role in English Language Teaching because highly developed languageskills are difficult to achieve without some knowledge of grammar

The position of grammar teaching in ELT is still controversial Some peoplerefute the place of grammar teaching for the reason that the study of grammar isneither necessary nor sufficient for learning to use a language

In fact, grammar is one of the key elements of a language Therefore, oneperson can not master a language without the knowledge of its grammar Thanks togrammar, language partly can function as a means of communication, especially inwritten language One can not write well if he/she lacks the knowledge of grammar

In speaking, though grammatical mistakes are sometimes acceptable, grammarmakes one’s speech better and more attractive, especially in formal situations.Learners can not use words if they do not know how to put these words together

The most important of teaching a language is to make students acquire anduse it All languages have their own grammar People teach English grammar tomake students improve their English English must be taught because it promotes

better language skills However, the most important is the application of them in thelanguage production.

For this reason, the teaching of grammar is very important in ELT However,this view is not shared by all researchers, scholars, and second language acquisitionresearchers The following sections review two opposing views on the role ofgrammar

2.2 Grammar teaching in the major teaching methods

There are many influential methods widely used by language teachers in theworld in general and in Vietnam in particular The methods are now discussed in

this paper as follows: Grammar-Translation method (GTM);Direct method (DM)

and Audio-Lingual method (AM).

2.2.1 The Grammar- Translation method (GTM)

Traditional method or GTM was rooted in the formal teaching of Latin andGreek and become popular in the late 19th century According to Larsen- Freeman(19864), the GTM was used for the purpose of helping students read and appreciateforeign language literature Through studying the grammar of the target language,students would become more familiar with the grammar of their native languageand this helps them use their language more grammatically (p.4)

Advantages of the Grammar- Translation method

The strength of GTM is that it requires few resources so it is easy to applyand cheap to administer Thus, the method is still used in many places where theclass is large (more than 38 students), and there is a great shortage of teaching -learning facilities and equipment, the teachers with inadequate speaking skill areaccustomed to setting teaching procedures

Disadvantages of the Grammar- Translation method

This method, however, has certain disadvantages According to Richards andRogers (1986), GTM obviously focuses on the form rather than the use of the targetlanguage (p 3) Students who are in this way did not have a chance to practice theirspeaking and listening Students learn rules of grammar and vocabulary without

much feeling of progress in the mastery of the target language can lead to the lack

of motivation in learning a language for their having little opportunity to expressthemselves through it They just learn what they have to without any creativeness.The method creates frustration for students, for whom foreign language learning is atedious experience of memorization of new words and grammatical rules, while itmakes few demands on teachers (Richards and Rogers, 1986, p.4)

2.2.2 The Direct method (DM)

In the late 19th century, increased opportunities among European create ademand for oral proficiency in foreign language The GTM was not very effective

in preparing students to use the target language communicatively and a newmethod, namely DM was born DM is characterized by the use of the targetlanguage as a means of instruction and communication in the classroom, and by theavoidance of the use of the first language and translation as a technique

Advantages of the direct method

It brings the process of learning the target language close to that of firstlanguage acquisition Students are exposed to the target language situations.Therefore, their ability to think in the target language is developed River (1981)claims that “at its best, DM provides an exciting and interesting way of learning alanguage through activity It has proved to be successful in releasing students fromthe inhibitions all too often associated with speaking another tongue, particularly atthe early stage"

Disadvantages of the direct method

Though there is a development in students’ thoughts in the target language, ithas two- sided effect Students may develop inaccuracies if they are not properlyguided This is the result if their trying to express themselves in the target languagewith insufficient knowledge about the language Because all statements they learnrelate to the classroom The teacher did not generally think of the students using ofthe language beyond the classroom Any connection with real life was expected tocome later and was not the business of the school The graduation and sequences of

materials is not based on realistic spoken speech but artificial connected sentences.The weakness of the method is also states in River (1983): “In the pure form of the

DM, insufficiency is made for systematic practice and requesting- practice ofstructures in a coherent sequence As a result, students often lack a clear idea ofwhat they are trying to do, and they make haphazard progress” (p.34)

2.2.3 The Audio-Lingual method (AM)

The AM derived from America during the World War II where there was aneed for people to learn foreign languages quickly for military purposes It led tothe development of the AM which then has had a considerable influence on Englishlanguage teaching all over the world This English teaching method puts listeningand speaking in the first place It uses sentence pattern as the base of teaching andtry to avoid mother tongue in class Attention is paid to the need for practice ratherthan explanation about the language because the ability to use the language as ameans of communication is the ultimate aim

Advantages of the Audio-Lingual method

The first and most successful point of this method is to develop students'listening comprehension and fluency in speaking in the target language Studentsare encouraged by the sense of being able to use what they have learned in the veryearly days of their study In addition, the study is reinforced by repetition, so thestudents have good repetition and this is suitable for learners of different abilities.Another point is that, this method provides a good systematic progression of thematerials

Disadvantages of the Audio-Lingual method

However, there still remain some problems The success or failure of thismethod depends largely on the qualities of the teachers and the availability ofresources That is why Brumfit (1983) comments “the objective is generally themastery of sentence patterns rather than creative or communicative use of language”(p.8)

Along the history of language teaching methodology, different teachingmethods have perceived grammar differently, especially its role and its teachingmethods In this study, the researcher intends to present the teaching of grammar infour major teaching methods, namely Grammar-Translation method, Direct Method,Audio-lingual Method and Communicative Language Teaching approach.

The Grammar-Translation Method was derived from traditional approaches

to the teaching of Latin and Greek in the nineteenth century This method usedgrammar as the starting point for instruction The class under this method beganwith explicit grammar rules presentation, followed by practices involvingtranslation into and out of the student’s mother tongue (grammar is taughtdeductively) Students’ native language is the language of instructions and mistakesand errors must be avoided at any cost The syllabus used was structural syllabus(Richards and Rogers, 2002) Briefly, in this method grammar is consideredessential in foreign language teaching and there is an attempt to teach it in anorganized and systematic way The best point of this method is that it helps learnersproduce grammatically correct sentences and is easily used in large-sized classes;however, learners taught with this method find it difficult to communicate in reallife and tend to be passive recipients of knowledge

The Direct method emerged to challenge the way Grammar-TranslationMethod focused exclusively on written language The basic premise of the DirectMethod was that one should attempt to learn a second language in much the sameway as children learn their first language The method emphasized oral interaction,spontaneous use of language, no translation between first and second languages, andtherefore rejected explicit grammar teaching Grammar is taught inductively in thetarget language by asking and answering questions between teachers and students insmall and intensive classes (Richards and Rogers, 2002) An advantage of theDirect method is that learning in the target language enables students to think in thetarget language Beside, it may be advantageous to a teacher using this method not

to know his students’ native language However, the complete avoidance of

students’ native language may lead to the misunderstanding of rules and frustrationfrom students.

Evolving from the work of structural linguists and behavioral psychologists,the Audio-lingual approach proposes that language performance consists of a set ofhabits in the use of language structures and patterns Grammar is taught inductivelywith little or no grammatical explanations Dialogues and drills form the basis ofaudio-lingual classroom practice After a dialogue has been presented andmemorized, specific grammatical patterns in the dialogue are selected and becomethe focus of various kinds of drills and pattern-practice exercises The focus ofinstruction rarely moves beyond the sentence level (Celce-Murcia, 1991) It isimportant to prevent learner from making errors because errors lead to theformation of bad habits When errors occur, they should be corrected immediately

by the teacher The strong point of this method is that students can developlistening and speaking proficiency at the same time they learn new structures;however, the explicit use of the target language often leads to time consuming andstudents might get bored with mechanical repetition or become well-trainedparrots

2.3 Definition of CLT

Different authors view CLT differently However, most definitions of CLTcome under its weak version which emphasizes the importance of opportunities touse English for communicative purpose Among the available definitions, the onegiven by Nunan (1989) seems to be the most widely accepted and the mostfavourable one

“CLT views language as a system for the expression of meanings Activitiesinvolve oral communication, carrying out meaningful tasks, and using language,which is meaningful to the learners Objectives reflect the needs of the learners;they include functional skills as well as linguistic objectives The learner’s role is as

a negotiator The teacher’s role is as a facilitator of the communication process.Materials promote communicative language use” Nunan (1989, p.194)

2.3.1 Teaching Grammar in CLT

2.3.1.1 Grammar in CLT

An influential analysis of communicative competence is found in Canal andSwain (1980, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007), in whichfour dimensions of communicative competence are identified One of them is

“grammatical competence” “Grammatical competence” refers to what Chomskycalls linguistic competence and what Hymes intends by what is “formally possible”

It is the domain of grammatical and lexical capacity

As grammar is seen as a communicative system in CLT, it should derivefrom realistic situations and be used for a concrete purpose to enable learners toexpress meanings by using as much appropriate forms as possible Activitiesincluded in teaching grammar should enable students to become active (learning bydoing) and teacher should set grammar in relation to what they need and areinterested in

One important thing when teaching grammar in communicative situation isthat errors should not be overestimated or overemphasized as this can result in astressful and fearful classroom climate This goes against the general goal to makestudents more confident and increase their motivation for language learning

As far as grammar is concerned, CLT is an ideal choice, as it rather has thelearners in its centre than assessing the number of mistakes made “Boringgrammar” can turn into various demanding, enjoyable games and tasks that fulfillthe goal to practice structures even better or equally well Grammar examples aretaken from real life situations that make sense and are no longer meaningless orboring invented illustrations Furthermore, students learn that grammar ismeaningful and helps them to express their own ideas and achieve speaking goals(grammar is a means to an end) In addition, rules that consider the functions andnotions of language are still relevant, but mainly taught by means of activities,which facilitate their understanding

2.3.1.2 Characteristics of CLT

In CLT, meaning is paramount Wilkins (1972) classifies meaning intonotional and functional categories and views learning a second language asacquiring the linguistic means to perform different kinds of functions According to

Larsen- Freeman (1986), the most obvious characteristic of CLT is that “Almost everything that is done with communicative intent” Students use the language

through communicative activities (e.g games, role- plays and problem-solvingtasks) (p.132)

From Morrow’s point of view (in Johnson and Morrow, 1981), activities thatare truly communicative have three features: information gap, choice, and feedback

An information gap occurs when one person exchanges the information he has withthe one who does not

Another characteristic of CLT is the introduction of authentic material InCLT, it is considered desirable to give learners the opportunity to genuinecommunicative needs in realistic second language situations so that they developstrategies for understanding language as actually used by native speakers (Canaleand Swain, 1980)

In addition, “activities in the Communicative Approach are often carried out

by students in small group” (Larsen- Freeman, 1986, p.132) Students are expected

to interact with one another, either through pair and group work or in their writing(Finicchiaro and Brumfit, 1983) CLT favors interaction among small numbers ofstudents in order to maximize the time each student has to learn to negotiatemeaning Teachers therefore select learning activities according to how well theyengage the students in meaningful and authentic language use rather than in themerely mechanical practice of language patterns

Another dimension of CLT is “its learner- centered and experience- based view of second language teaching” (Richards & Rogers, 1986, p.69) According to

CLT theory, individual learners possess unique interests, styles, needs, and goalsthat should be reflected in the design of instructional methods (Savignon, 1983)

Teachers are to develop materials based on the demonstrated needs of a particularclass Students must be made to feel secure, unthreatened and non- defensive in aCLT classroom, so teachers using CLT should avoid adopting a teacher- centeredauthoritarian posture (Taylor, 1983).

Thus, Li (1998) reviews CLT characteristics based on the work of otherresearchers such as Larsen- Freeman (1986), Richards and Rogers (1986) andThomson (1986) as follows:

- focus on communicative functions

- focus on meaningful tasks rather than on language form

- make tasks and language relevant to a target group of learners through an analysis of genuine, realistic situations

- use the authentic from life materials

- use group activities effectively

- attempt to create a secure, non- threatening atmosphere

2.4 Some General Principles of Grammar Teaching

According toThornbury.S $ Harmer J (1999) in “How to teach grammar”,

the basic principles for grammar teaching are the E- factor (economy, ease,efficacy), and the A- factor (appropriacy)

- Efficacy: Given that dealing with grammar is only a part of teachers’

activities, and given that classroom time is very limited, it would seem imperativethat whatever grammar teaching is done as efficiently as possible If grammaractivity requires a great deal of time to set up or a lot of material, is it the mostefficient? When considering an activity for the presentation or practice of thegrammar the first question to ask is “How efficient is it?”

Economy: When presenting grammar, a sound rule of thumb is the shorter

the better It has been shown that economy is a key factor in the training oftechnique skills

Ease: The ease factor recognise the fact that most teachers lead busy lives,

have many classes, and simply can not afford to sacrifice valuable free time

preparing elaborate classroom materials Of course, the investment of time andenergy in the preparation of materials is often accompanied by a commitment on thepart of the teacher to making them work However, realistically, painstakingpreparation is not always going to be possible The easier an activity is to set up, thebetter it is.

The A- factor: Appropriacy

No class of learners is the same, not only are their needs, interest, level andgoals going to vary, but their beliefs, attitudes and values will be different Anyclassroom activity must be evaluated not only according to criteria of efficiency, butalso of appropriacy Factors to consider when determining appropriacy include:

- the age of the learners

- their level

- the size of the group

- the constitution of the group, e.g monolingual or multilingual

- what their needs are, e.g, to pass a public examination

- the learners’ interests

- the available materials and resources

- cultural factor

- Educational context, e.g, private school or state school

The teacher should furnish pupils with words to change the lexical(semantic) meaning of the sentence pattern so that pupils will be able to use it indifferent situations He should assimilate the grammar mechanism involved insentence pattern and not the sentence itself

Pupils learn a grammar item used in situations For example, the PossessiveCase may be effectively introduced in classroom situations The teacher takes orsimply touches various things and says this is Nina's pen That is Sasha's exercisebook, and so on

While preparing for the lesson at which a new grammar item should beintroduced, the teacher must realize the difficulties pupils will meet in assimilating

this new element of the English grammar They may be of three kinds: difficulties

in form, meaning, and usage The teacher thinks of the ways to overcome thesedifficulties: how to convey the meaning of the grammar item either throughsituations or with the help of the mother tongue; what rule should be used; whatexercises should be done; their types and number Then he thinks of the sequence inwhich pupils should work to overcome these difficulties, i.e, from observation andcomprehension through conscious imitation to usage in conversation(communicative exercises) Then the teacher considers the form in which hepresents the grammar item - orally, in writing, or in reading And, finally, theteacher plans pupils' activity while they are learning this grammar item (point): theirindividual work, mass work, work in unison, and work in pairs, always bearing inmind that for assimilation pupils need examples of the sentence pattern in whichthis grammar item occurs

2.5 Stages in teaching grammar communicatively

In a CLT classroom, the teacher pays more attention to enable students towork with the target language during the lesson and communicate in it by the end of

it The following is the typical procedure of a grammar lesson according to a CLTauthor- Adrian Doff (1981)

1 The teacher uses visual aids to present the grammar structure to be taught

2 Students deduce the meaning, the form and the use of it

3 The teacher gets students understanding by asking yes/ no questionsfocusing on form, meaning and use

4 The teacher gets students to practice the structure through Repetition andSubstitution Drills, Word Prompts, and Picture Prompts The teacher tries toprovide maximum practice within controlled, but realistic and contextualizedframeworks and to build students’ confidence in using the new language

5 The teacher provides students with opportunities to use new language in afreer, more creative way The teacher creates activities in which students can

integrate new language with the previous learnt language and apply what they havelearnt to talk about their real life activities

What makes this kind of lesson different from the traditional is that theteacher tries to make the language used in the lesson real and true The teachercreates real or like- real situations in which the language can be used This willenable students to communicate in English outside the classroom During the CLTlesson, the teacher often plays the important role of facilitator who facilitatesactivities to work with the target language

2.6 Common Procedure in Teaching a New Structure

A popular framework for teaching grammar based on examples or texts isP.P.P (presentation – practice – production) Presentation of the new material can bedone with rules and examples Practice of the target grammar is done in drillexercises and more ones that are creative The result can be production of learners’utterances (Byrne.D,1976)

2.6.1 Presentation

Presentation provides the structure input that gives students foundation fortheir knowledge of the language grammar, helping them absorb the grammarcontent

We usually begin by presenting the class with a text in which thegrammatical structure appears The aim of the presentation is to get the learners toperceive the lecture – its form and meaning – in both speech and writing to take it in

to short-term memory

Often, a story or a short dialogue is used which can appear in written formand read aloud by the teacher and students As a follow-up, students may readaloud, repeat, reproduce for memory, or copy out instances of the use of thestructure Where the structure is very simple, easily perceived one, the presentationmay be no more than a simple sentence or two, which serves as a model Theexplanation of the new structure should focus on grammatical items themselves:what they look like, what they mean, how they function – in short, what rules

govern them The objective is that the learners should understand these variousaspects of the new structure It should be illustrated by plenty of contextualizedexamples or visual material if possible.

2.6.2 Practice

The aim of this stage is to give students thorough practice of the items, both

in writing and speaking, so that they will be able to use them correctly and fluently

in a variety of contexts or their own For this occur, we need to provide activitiesfrom fully teacher-controlled, mechanical ones to less controlled and moremeaningful to produce communicative activities then The former helps students to

“get their tongue around” or manipulate a new structure As this type of practicerestricts individual’s contribution the latter is created to make the students to thinkand understand what they are saying Students need to be thinking more actively.Practice should be more difficult and more useful or in another way, to transferfrom short-term to longer-term memory

2.6.3 Production

At the production stage, learners are able to use structures freely forcommunicative purposes This step must be creative and communicative It isimportant as the goal of language teaching and learning is for communication.Usually, they produce utterances about their own experiences, their life, theirfamily, etc during this stage; there is a focus on what is said rather than on thelanguage itself That makes the students feel that they are really using the languagefor their need of communication Students have the chance to use the languagefreely and incorporate it in to their existing language The emphasis at this stage is

on use and fluency

2.6.4 Feedback and Correction

Feedback and correction must take place throughout the lesson Theteacher’s correction may vary according to the change of the phases of the lesson It

is very important to motivate learners for their correct responses After a teacherintroduces grammatical item, he/she asks them to practice the language At this time

supportive feedback is more useful to develop confidence to use the language.Markee (1997) says the focus of error correction should be on meaning, not merely

on grammatical form The teachers should tell how the meaning change occurswhen the form is changed There are different kinds of error correction peer, selfcorrection, teacher correction, and so on In the case of grammar, the first step withrespect to error correction is establishment of certain basic parameters (Tudor, 1996,p.215) Teachers use different means to correct their students’ errors such as guidedcorrections and controlled corrections The teachers can direct students to arrive atthe right way of using the language by repeating the students’ sentences correctly.Both accuracy and fluency are desirable and cannot be taught in isolation Teachersshould also tell their students exceptions and complications on grammar rules Thismay help them to avoid overgeneralization of the rule

2.7 Conclusion

In this chapter, some brief information about grammar and its position inlanguage teaching are reviewed Different grammar teaching methods such asGTM, DM, AM have also been revised to find out the advantages and thedisadvantages of each method Furthermore, the writer has a brief overview onCLT, its characteristics, and stages of a CLT grammar lesson Finally, factorsaffected CLT applications are mentioned In the next chapter, the situation ofEnglish learning and teaching at Pham Hong Thai High School will be analyzed,and the survey with a questionnaire for 5 teachers and another one for 116 studentswill be done After that, the findings of the survey will be analyzed and discussed

Chapter 3 RESEARCH METHODOLOGY

3.1 Real situation of learning and teaching English at Pham Hong Thai High School

3.1.1 Pham Hong Thai High School

Pham Hong Thai High School was founded in 1979 in Hung Chau village,Hung Nguyen distrist, Nghe An province It has a long history of nearly 35 years offoundation Like most of other schools, English is an important and compulsorysubject for all students Teachers of English are all experienced in teaching Theyhave approached the change in teaching method and have been trying to apply it intheir language classrooms

At Pham Hong Thai High School, learning and teaching activities are mostlycarried out in the classroom It is equiped with goood conditions for Englishteaching and learning as well as other subjects All teachers have to be acquaintedwith the new teaching technology, learning how to use it well This is the way topromote students’ learning motivation The use of project in teaching English is anexample Besides, teaching aids becomes more popular with the use of cassettes,audiocassette tape in learning listening and visual aids such as pictures, drawings,cards for different teaching purposes in the classroom

This school has 21 classes on average of 38 students in each class, a library,two computer-equipped room and two laboratories

3.1.2 The 11 th -form students and observation classes

The subjects of the study were 116 students in three classes and theobservation classes were classes 11A1, 11C3, 11C4 They are both male andfemale Lots of them come from comparatively poor families, so their learningcondition is low In addition, their lack of awareness of the importance of English aswell as motivation makes them not interested in learning English Although most ofthem have already learnt English for four years at lower secondary school, their

knowledge of English in general and grammar in particular is still poor and limited,only some students are good at this subject.

3.1.3 English teachers at Pham Hong Thai high school.

With regarding to teaching staff, there are 6 teachers of English, includingthe researcher, aged from 33 to 38 All of them hold a university degree Thenumber of female teachers accounts for the majority (4 female teachers and twomale teachers) All of them are enthusiastic with their career and had at least 10years of experience in teaching English

The environment of teaching and learning in this school is quite good forteachers and students During the time of teaching practice in this school, it wasrealized that teachers and students made many efforts to enhance the quality oflearning and teaching English However, there are still some problems The first one

is the ineffective use of modern teaching and learning equipments Also, someteachers do not have creative methods of teaching, so they cannot attract theirstudents to learning Moreover, the number of students in this school who are good

at English is not high In fact, many of them do not pay much attention to learningEnglish These problems are reflected partly through grammar lessons in PhamHong Thai High School

3.1.4 The textbook English 11 and its Language Focus section

3.1.4.1.The textbook English 11(the standard textbook)

The new textbook English 11 was developed based on the new national

curriculum The book is claimed to adopt a theme-based syllabus However, thissyllabus may be more appropriately described as a ‘multi-strand’ one since there isalmost everything in it: topics, tasks, functions, notions, skills, grammar, vocabularyand sounds The methodologies the book is claimed to follow are the “learner-centered approach and the communicative approach with task-based teaching being

the central teaching method” (English 11, Teacher’s Manual, p.12) This textbook is

accompanied with cassette tapes, student’s workbook and teacher’s manual

There are 16 teaching units and six review units in the book Each teachingunit covers one topic and is structured into five sections: Reading, Speaking,Listening, Writing and Language Focus Each section is supposed to be taught inone period of 45 minutes The sixteen topics are derived from six themes: You and

me, Education, Community, Health, Recreation, The world around us

3.1.4.2 Content of Grammar in the English 11th Form Textbook

Language focus lesson consists of two main parts: the pronunciation part isdesigned to review the way students to pronunciate short sounds and long sounds(for both consonants and vowels) in words and sentences Grammar and vocabularyrefer to grammatical problems and some vocabulary, which are considered thecentre of the lesson All of them are presented in the form of exercises or activities

to give the students the opportunities to practice in the class

As mentioned above, the content of grammar is mainly designed to reviewand to consolidate the knowledge students have been taught before; grammaticalunits are not difficult for them

The content of this study relates to Grammar in “Language Focus” The bookincludes 16 units with the following grammar points are:

Semester Unit Time

I

1 45 Infinitive with to and without to

2 45 The past tenses ( past simple , past progressiveand past perfect)

3 45 Infinitive and gerund ; passive infinitive andgerund

4 45 Gerund and present participle; perfect gerund and

perfect participle

5 45 Reported speech with infinitives

6 45 Reported speech with gerund

7 45 Conditional types 1,2 and 3 ; conditional in

reported speech

8 45 Pronouns : one(s), someone,anyone,no one ,

everyone

TiengAnh 11II

9 45 Defining relative clauses and non-defining

relative clauses

10 45 Relative pronouns with prepositions

11 45 Relative clauses replaced by participles and to

infinitives

12 45 Omission relative pronouns : relative clauses

13 45 Cleft sentences (subject focus ,object forcus,

adverbial focus)

15 45 Could , be able to ; tag questions

16 45 It is said that ; people say that

Table 3.1: Distribution of time, units and contents in 2 semesters

3.1.4.3 Learning and teching grammar at Pham Hong Thai High School

It can be said that grammar is considered the most important content forstudents in high school but seems to be the most boring of all Teaching andlearning grammar at Pham Hong Thai high school is no exception

As mentioned above, since the main goal of Communicative LanguageTeaching is to help students to communicate well, students must be more active andgiven opportunities to practice communication in class To reach this aim requiresmany efforts from both teachers and students

It is undeniable that new teaching methods have been applied Many teachers

do not use the traditional way to present grammar items Instead, they often attach

to communicative purposes For example, teachers try to show the meaning visually

by pictures, or any objects available in the class, etc Some of them usually showthe meaning through situations This can make students focus on meaning withoutlooking at the grammatical rules However, one limitation of teachers is that theyare still accustomed to showing the form of the structure by using “S-V” form Tofacilitate students and prepare for them to communicate well, it is necessary for

teachers to connect the form to meaning In this way, they will find it easier andfamiliar with producing communication thereafter.

In practice of most lessons, although some of cooperative activities havebeen applied such as pair work, group work, etc to stimulate students; teachers’creation seems to be not enough Some teachers do not give enough creativemethods of teaching Therefore, students do not find it interesting to focus onpracticing Many of them feel bored with the types of exercises or activities, whichare the same in every lesson Moreover, practice by doing these exercises do notgive students opportunities to communicate in the class What they have to do is tocomplete these exercises This is another limitation of teachers in high school.While students may do well in writing, they find it very difficult to communicate toeach other To reach the goal of communication, teachers need to create many otheractivities not just drills I also find that, even after controlled stage, students arerarely given the chance to communicate by themselves There is a little time forthem to play a game or make free talk while these activities really motivate studentsand create an environment for them to communicate with each other The above realsituation suggests that teachers should have various creative activities to teachgrammar communicatively during the process of the lesson to attract students andhelp them to communicate well

3.2 Research methodology

3.2.1 Method of the Study

The study employs both quantitative and qualitative methods Thequantitative analyses are used through the process of data collected from reviewingtheories and collecting information associated with teaching and learning Englishgrammar from different sources: references, books, and internet

In addition, the qualitative approach is employed to deal with the datagathered from think-aloud reports and interviews with the volunteer students beforeand after the treatment in order to obtain more in-depth understanding The

combination of these data collection methods will help the author achieve the aims

of the study

Instrument 1: survey questionnaires

In order to get information for the research, survey questionnaires for bothteachers and students were carried out

Conducting a survey on the real situation of teaching and learning Englishgrammar at Pham hong Thai High School by using questionnaires for both theteachers and students there, having students do a writing task before and afterapplying some communicative activities in English grammar classes

Questionnaires are a common tool to collect data in language acquisitionresearch They do not take much time to administer as other procedure And thedata are more uniform, standard and accurate Additionally, questionnaires can beeasily quantified because multiple-choice questions are used Due to theseadvantages questionnaires were used as a main data collection method in this study

However, one of the biggest problems with questionnaires is thatconstructing a reliable one is extremely time consuming The researcher must bevery careful when designing questions as the ambiguity in the questions may lead toirrelevant answers Furthermore, responses may sometimes not reflect exactly whatthe students think or implement

To deal with these problems, the questionnaires were carefully designed andtried out with some students in other classes to examine whether they helped toelicit the kind of data necessary for the study Based on the feedbacks from thosestudents, some questions, which were inappropriate and ambiguous to the students,had been improved In addition, before delivering the questionnaires to the subjects,they were informed that the study would only be valuable if they gave true answers

to the questions in the questionnaires

Instrument 2: Class observation

Apart from the survey questionnaires for students and teachers, classobservation was employed to clarify and test the validity of information about thecurrent situation of using communicative activities in teaching English grammar

The method of structured observation was chosen in this research since just theclass activities related to grammar teaching and learning was observed andrecorded The observation was carried out in some 11th form classes in Pham HongThai high school and it was kept in the form of diary.

Instrument 3: Interview

- Interviews with the teachers and students to get in-depth information aboutthe teachers’ and the students’ suggestions to improve the teaching and learning ofgrammar in the Language Focus lessons in English 11

3.2.1.1 Questionnaire for the students

The questionnaire consists of two types of questions including 12 closed andopen-ended ones .To ensure the students’ accurate misunderstandings beforeanswering the questions, all of them were written in Vietnamese Their answerswere also written in Vietnamese, which enabled them to express their ideas fullyand with ease It took 4 weeks to deliver the questionnaire and collect 116 copies ofthe questionnaire

The questions focus on the following categories:

-Students’ attitudes about the importance of language skill and otherelements

-Students’ ideas about degrees of difficulty of English grammar

-Students’ interest in learning English grammar

- Students’ frequent errors

-Students’ interest in the stages of grammar lesson

- The ways teachers introduce and show the form of a grammaticalstructure

-Students’ opinions about exercises in textbooks

-Students’ opinions about extra grammatical activities

-Motivating factors

3.2.1.2 Questionnaire for the teachers

The second questionnaire was designed for 5 teachers of English at PhamHong Thai high school It contains 9 closed and open ended questions in English.The questionnaire was delivered to the teachers and collected within 4 weeks.

The questionnaire emphasizes on:

- The teachers’ attitude toward teaching English grammar

- The teachers’ difficulties in teaching English grammar

- The teachers’ opinions of teaching English grammar

- The teachers’ guidence for practising English grammar

- The teachers’ adapting grammar exercies

- The teachers’ activities for grammar lessons

- Teacher's assessment on student's result

3.3 Conclusion

This chapter presented the context and the methodology of the study.Concerning the context of the study, some characteristics of the school such as theteaching and learning conditions, the students, the teaching staff and the overallinformation about the new textbook English 11 were mentioned In themethodology part, the research questions, the subjects and data collection weredescribed in detail To obtain the aim and objectives of the study the questionnaireswere used

Chapter 4