skkn HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Mã số: SÁNG KIẾN KINH NGHIỆM HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Ngƣời thực hiện: TRƢƠNG MỸ LINH Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phƣơng pháp dạy học môn: Tiếng Anh - Lĩnh vực khác:  Năm học: 2015-2016 SƠ LƢỢC LÝ LỊCH KHOA HỌC –––––––––––––––––– I THÔNG TIN CHUNG VỀ CÁ NHÂN Họ tên: TRƢƠNG MỸ LINH Ngày tháng năm sinh:04/10/1968 Nam, nữ: Nữ Địa chỉ: 82 Đặng Đức Thuật, P Tam Hiệp, Biên Hòa, Đồng Nai Điện thoại: 3813378 (NR); Fax: ĐTDĐ: 0918405412 E-mail: datlinhkn@gmail.com Chức vụ: Nhiệm vụ đƣợc giao: Giảng dạy chủ nhiệm lớp chuyên Anh Đơn vị công tác: Trƣờng THPT Chuyên Lƣơng Thế Vinh II TRÌNH ĐỘ ĐÀO TẠO  Học vị cao nhất: Thạc sỹ  Năm nhận bằng: 2007  Chuyên ngành đào tạo: Phƣơng pháp giảng dạy III KINH NGHIỆM KHOA HỌC  Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy Tiếng Anh Số năm có kinh nghiệm: 25 năm  Các sáng kiến kinh nghiệm có năm gần đây:  Vocabulary teaching  Theme-based vocabulary building  The Effects of group work on teaching and learning reading comprehension  How to help gifted students project work  How to teach vocabulary effectively HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR I INTRODUCTION Grammar has always been a vital part in the course of linguistic education It is the first step to get to know not only the language but also the cultures of the country of origin However, learning grammar in general, in this case is learning English grammar has been draining the interests out of students due to the traditional approach of teaching in schools In spite of the fact that teaching English grammar is essential, the teaching methods and techniques employed in a classroom can have either negative orpositive effect on the development of communicative competence of the learner More specifically, if the method becomes effective and enjoyable, the form andmeaning can be understood easily On the other hand, if the methods are not effective and enjoyable, students may fail to understand and use the structure In short, the types of grammar teaching methods and techniques used by language teachers can affect not only grammar skill but also the development of other language skills and the overall language (Cunningsworth, 1984) performance of learners Therefore, it is essential that a new teaching technique that can be able to bring grammar nearer to students, to instil interest and excitement in every lesson so that grammar will be easier for them to absorb and digest My aim is to inject the grammar learning points into different types of activities in order to trigger the thirst for learning in students Songs, stories or even games can be used as a tool to introduce new grammar concepts These methods can also help to liven up the class atmosphere which can replace the seriousness as well as the one-way teaching and learning experience in the traditional way of learning grammar II RATIONALE OF THE STUDY Although there are different definitions of grammar by different scholars, the general content is similar Ur (1988:4) relates grammar with the arrangement of words in a language and defines it as “The way a language manipulates and combines words or bits of words in order to form longer meaning.” Harmer (1987:1) defines it as “The study and practice of the rules by which words change their forms and are combined in to sentences.” How to teach a grammar lesson effectively and to make it more interestingly have always been difficult tasks for teachers How to draw students‟ interest may be a more important question This will lead to the success of teachers‟ teaching Effective teaching and learning in the classroom involves negotiating among classroom factors However, a factor essential to successful learning is the motivation of students That is why teachers need to pay attention to the interest and needs of the students How teachers get students more involved in their own learning process? Some classroom techniques and tasks have been chosen in terms of pre-, while-, and post-task Traditional grammar teaching starts with the teacher's statement of the grammatical point on the board Integrated grammar teaching is a unique and an authentic approach because it implements the pre-, whileand post-stages The coming of communicative approach to language teaching brought a negative reaction against explicit grammar teaching in schools As a result, in the first half of the 20th century teaching grammar knowledge as a focus and translation as a means was overlooked by those scholars who began to see grammar teaching as the transmission of the grammatical system in context (Martin, 1994) In this approach, grammar is viewed as a means by which messages are organized in any communicative activity The focus of this approach is not mainly on form but on meaning in context (Atkins, Hailom and Nuru, 1995) Scholars such as Cunningsworth (1995), Fortune (1992), Freeman (1986) and Nuttal (1989) claim that effective grammar teaching in a communicative approach to language teaching / learning need to have natural features such as integration of language skills, authenticity and variety of contexts and creative use of language Integration of grammar with other skills, however, does not mean that one should not have area of grammar focus on a particular task to the exclusion of other skills (Nunan, 1989) The modern grammar teaching approach says that students learn better when they are provided with tasks that resemble real-life Hence, Communicative lessons for teaching grammar according to Sysoyeve (1999) and Harmer (1991) should integrate the form and the meaning consisting of four equally important stages namely introduction, presentation, practice and production But, it does not mean that the teacher must follow these steps all the time It depends on the nature of the lesson and tasks All the stages may not be conducted in one class period (Celce Murcia, 1991) III IMPLEMENTATION The study focuses on grammar teaching It was conducted on 54 Grade 10 students (two classes) who are majoring in English at Luong The Vinh Gifted High school 10 Activities for this stage should be more complex Brainstorming, discussion, telling a story, writing, and role-play are often used in designing tasks in a view to consolidating the lesson Sample task:  Grammar points: Verb tenses  Steps: Certain songs can be used to lead into discussions This type of activity would be appropriate for more advanced students The song “Papa” by Paul Anka is used as an example - Initially, have students listen to the song and complete a fill in the blank exercise - Listening to the song several times would be appropriate but once the answers have been checked, have students read the lyrics trying to understand the meaning of the song - The teacher can ask general questions to test comprehension The teacher can start off with very simple ones such as “Is this a happy 15 song?”, “What makes you like the song?, which can lead into a discussion about people‟s feelings, love , etc SAMPLE GRAMMAR LESSON: Reported Speech (Practice) Pre –grammar stage  Task 1: - Students listen to the song “Monday Morning” by Peter, Paul and Mary, and then pick out the Direct Speech used in the song - Students change the Direct Speech into Indirect Speech  Task 2:Habits questionnaire - Students work with their partners and take it in turns to ask each other questions - Students write down three things about their partners - Some students are called to read aloud their own sentences While –grammar stage  Task 1:the class is divided into groups (Group A and Group B) 16 - Each student in group A is given some words He / She makes a sentence ,using the given words, in the form of a direct speech and then reads it aloud - One student in group B reports what the student in group A says - The students in each group take turn to finish the task  Task 2: - Students listen to some conversations from the CD (twice) - Some of them are called to report what they can hear Post –grammar stage: Role –play - Students works in groups of (one interviewer and interviewees) They will ask and answer about the topic “School Life” - After each group has performed the role play, the entire class writes the report on what they have heard IV FINDINGS During grammar lessons, teachers should provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situations This is best achieved if 17 grammar instruction is treated in the same way as the teaching of the four skills which involves smooth and organized transitions of pre-, while and post grammar stages After the one-year implementation process of grammar teaching, the researcher has found the interest as well as the achievements of the students in learning grammar They have benefited a lot from what they have learned The effects on the students‟ achievements are positive and long-lasting, regardless of level Having exposed to sets of tasks including using songs, telling a story, playing games, role – play …the students realized that their language skills were improved The students change their attitude toward grammar learning This is shown through their movements They are eager to take part in designed activities / tasks or to answer the questions In fact, they are voluntarily engaged in the lesson The more fun the students can have with grammar lessons, the more likely they are to „get it‟ However, there are some difficulties during the implementation of the approach The class size is a big problem to organize such activities as 18 group work and pair work Moreover, the teacher cannot have enough time for the checking V CONCLUSION AND RECOMMENDATIONS Learning as well as teaching grammar is a tough task It requires patience, willingness and takes up time of students and teachers Teaching grammar effectively and interestingly needs appropriate strategies The above approach of grammar teaching can be ideal for not only students majoring in English but also for every student learning English at all levels We all know that grammar skills are essential to students' success on standardized tests and college entrance exams, in their ability to communicate orally and in writing Without good grammar, spoken or written words lose much of their meaning and most of their value Grammar is a very important thing to get right, and teachers should take extra care to impart proper grammar to all their students The lessons can be implemented with a view to supporting as well as enhancing what are taught in the textbook 19 However, as mentioned above, this is a long-term strategy that the teacher has to devote much time to The teacher should carry out the process continually to get the effectiveness of the method Thus, enough time must be provided for both the students and the teacher to practice the strategies Teachers need to use a variety of ways to make their grammar lessons memorable and enjoyable for students Students who enjoy their lessons will pay closer attention, and you will then have an easier time while teaching This is why great lessons are important for everyone involved 20 VI REFERENCES - Atkins, J Hailom Banteyirga and Nuru Muhammed (1995) Skills Development Methodology (Part I) Addis Ababa: Addis Ababa University Press - Celce-Murcia M (1991) Techniques and Resources in Teaching Grammar Oxford: Oxford University Press - Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials Oxford: Heineman Books Ltd 21 - Cunningsworth, A (1995).Choosing Your Course Book Oxford: OxfordUniversity Press - Fortune, A (1992) "Self-Study Grammar Practice: Learners' View and Preference” in ELT Journal Vol 46/2: 160-171 - Freeman, D (1986) Techniques and Principles in Language Teaching Oxford: Oxford University Press - Harmer, J (1987) Teaching and Learning Grammar New York: Longman Ltd - Harmer, J.(1991) The Practice of English Language Teaching London:Longman Ltd - Martin, B et al., (1994) Grammar and the Language Teacher London:Prentice Hall International Ltd - Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University - Nuttal, C (1989) Teaching Reading Skills in Foreign Language Oxford: Heineman Educational Bools Ltd 22 - Ur, P (1988) Grammar Practice Activities Cambridge: Cambridge University Press Ngƣời thực Trƣơng Mỹ Linh SỞ GD&ĐT ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Đơn vị: Trƣờng THPT Chuyên Độc lập - Tự - Hạnh phúc Lƣơng Thế Vinh –––––––––––––––––––––––– ––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2016 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN KINH NGHIỆM Năm học: 2015 -2016 ––––––––––––––––– Tên sáng kiến kinh nghiệm: HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Họ tên tác giả: Trƣơng Mỹ Linh Chức vụ: 23 Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Họ tên giám khảo 1: Chức vụ: Đơn vị: Số điện thoại giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến kinh nghiệm: Tính Điểm: …………./6,0 Hiệu Điểm: …………./8,0 Khả áp dụng 24 Điểm: …………./6,0 Nhận xét khác (nếu có): Tổng số điểm /20 Xếp loại: GIÁM KHẢO SỞ GD&ĐT ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Đơn vị: Trƣờng THPT Chuyên Độc lập - Tự - Hạnh phúc Lƣơng Thế Vinh –––––––––––––––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2016 ––––––––––– PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN KINH NGHIỆM Năm học: 2015 -2016 ––––––––––––––––– 25 Tên sáng kiến kinh nghiệm: HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Họ tên tác giả: Trƣơng Mỹ Linh Chức vụ: Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Họ tên giám khảo 2: Chức vụ: Đơn vị: Số điện thoại giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến kinh nghiệm: Tính Điểm: …………./6,0 Hiệu Điểm: …………./8,0 Khả áp dụng 26 Điểm: …………./6,0 Nhận xét khác (nếu có): Tổng số điểm: ./20 Xếp loại: GIÁM KHẢO SỞ GD&ĐT ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Đơn vị: Trƣờng THPT Chuyên Độc lập - Tự - Hạnh phúc Lƣơng Thế Vinh –––––––––––––––––––––––– ––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2016 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học: 2015 -2016 ––––––––––––––––– 27 Tên sáng kiến kinh nghiệm HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Họ tên tác giả: Trƣơng Mỹ Linh Chức vụ: Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục  - Phƣơng pháp dạy học môn:  - Phƣơng pháp giáo dục  - Lĩnh vực khác:  Sáng kiến kinh nghiệm đƣợc triển khai áp dụng: Tại đơn vị  Trong Ngành  Tính (Đánh dấu X vào ô đây) - Đề giải pháp thay hoàn toàn mới, bảo đảm tính khoa học, đắn  - Đề giải pháp thay phần giải pháp có, bảo đảm tính khoa học, đắn  - Giải pháp gần áp dụng đơn vị khác nhƣng chƣa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  Hiệu (Đánh dấu X vào ô đây) - Giải pháp thay hoàn toàn mới, đƣợc thực toàn ngành có hiệu cao  - Giải pháp thay phần giải pháp có, đƣợc thực toàn ngành có hiệu cao  - Giải pháp thay hoàn toàn mới, đƣợc thực đơn vị có hiệu cao  - Giải pháp thay phần giải pháp có, đƣợc thực đơn vị có hiệu  28 - Giải pháp gần áp dụng đơn vị khác nhƣng chƣa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị  Khả áp dụng (Đánh dấu X vào ô dòng đây) - Cung cấp đƣợc luận khoa học cho việc hoạch định đƣờng lối, sách: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  - Đƣa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Trong Tổ/Phòng/Ban  Trong quan, đơn vị, sở GD&ĐT Trong ngành  - Đã đƣợc áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Trong Tổ/Phòng/Ban  Xếp loại chung: Xuất sắc  Trong quan, đơn vị, sở GD&ĐT  Trong ngành  Đạt  Khá  Không xếp loại  Cá nhân viết sáng kiến kinh nghiệm cam kết không chép tài liệu ngƣời khác chép lại nội dung sáng kiến kinh nghiệm cũ Tổ trƣởng Thủ trƣởng đơn vị xác nhận sáng kiến kinh nghiệm đƣợc tổ chức thực đơn vị, đƣợc Hội đồng khoa học, sáng kiến đơn vị xem xét, đánh giá, cho điểm, xếp loại theo quy định NGƢỜI THỰC HIỆN SKKN XÁC NHẬN CỦA TỔ CHUYÊN MÔN 29 THỦ TRƢỞNG ĐƠN VỊ [...]... attempt to provide integrated learning environments Every grammar lesson has been designed in such a way 1 Pre -grammar stage: In this stage, , the teacher should bring grammar instruction to life, stimulate interest in the topic, and raise awareness by providing a reason for learning There are many different ways of making grammar a little more interesting  Using songs: Music is a great way of getting... They now get together with 2-3 other students in the class and compare their answers 3 Post – grammar stage 14 Activities for this stage should be more complex Brainstorming, discussion, telling a story, writing, and role-play are often used in designing tasks in a view to consolidating the lesson Sample task:  Grammar points: Verb tenses  Steps: Certain songs can be used to lead into discussions... have heard IV FINDINGS During grammar lessons, teachers should provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situations This is best achieved if 17 grammar instruction is treated in the same way as the teaching of the four skills which involves smooth and organized transitions of pre-, while and post grammar stages... problem to organize such activities as 18 group work and pair work Moreover, the teacher cannot have enough time for the checking V CONCLUSION AND RECOMMENDATIONS Learning as well as teaching grammar is a tough task It requires patience, willingness and takes up time of students and teachers Teaching grammar effectively and interestingly needs appropriate strategies The above approach of grammar teaching... students majoring in English but also for every student learning English at all levels We all know that grammar skills are essential to students' success on standardized tests and college entrance exams, in their ability to communicate orally and in writing Without good grammar, spoken or written words lose much of their meaning and most of their value Grammar is a very important thing to get right, and teachers... one-year implementation process of grammar teaching, the researcher has found the interest as well as the achievements of the students in learning grammar They have benefited a lot from what they have learned The effects on the students‟ achievements are positive and long-lasting, regardless of level Having exposed to sets of tasks including using songs, telling a story, playing games, role – play …the students... students try to fill in the blanks with the appropriate words - Then the students are asked to make up a list of verb tenses used in the song  Make it into a game Playing games will make learning easier Making it into a competition will take much more effect This will often get the students motivated to get the answers right and therefore allow them to learn a lot faster By turning it into a competition,... - Hạnh phúc Lƣơng Thế Vinh –––––––––––––––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2016 ––––––––––– PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN KINH NGHIỆM Năm học: 2015 -2016 ––––––––––––––––– 25 Tên sáng kiến kinh nghiệm: HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Họ và tên tác giả: Trƣơng Mỹ Linh Chức vụ: Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Họ và tên giám khảo... Tự do - Hạnh phúc Lƣơng Thế Vinh –––––––––––––––––––––––– ––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2016 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học: 2015 -2016 ––––––––––––––––– 27 Tên sáng kiến kinh nghiệm HOW TO RAISE STUDENTS’ MOTIVATION AND INTEREST IN LEARNING GRAMMAR Họ và tên tác giả: Trƣơng Mỹ Linh Chức vụ: Đơn vị: Trƣờng THPT Chuyên Lƣơng Thế Vinh Lĩnh vực: (Đánh dấu X vào... and Resources in Teaching Grammar Oxford: Oxford University Press - Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials Oxford: Heineman Books Ltd 21 - Cunningsworth, A (1995).Choosing Your Course Book Oxford: OxfordUniversity Press - Fortune, A (1992) "Self-Study Grammar Practice: Learners' View and Preference” in ELT Journal Vol 46/2: 160-171 - Freeman, D (1986) Techniques and ... origin However, learning grammar in general, in this case is learning English grammar has been draining the interests out of students due to the traditional approach of teaching in schools In. .. should bring grammar instruction to life, stimulate interest in the topic, and raise awareness by providing a reason for learning There are many different ways of making grammar a little more interesting... forms and are combined in to sentences.” How to teach a grammar lesson effectively and to make it more interestingly have always been difficult tasks for teachers How to draw students‟ interest