Nghiên cứu điều tra thái độ của học sinh đối với phương pháp diễn dịch và quy nạp trong giảng dạy ngữ pháp tiếng Anh tại lớp 11 trường trung học phổ thông chuyên Bắc Kạn

VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRỊNH THANH HUYỀN A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE A

VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

TRỊNH THANH HUYỀN

A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR

GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL

Nghiên cứu điều tra thái độ của học sinh đối với phương pháp diễn dịch và quy nạp trong giảng dạy ngữ pháp tiếng Anh tại lớp 11 trường trung học phổ thông

chuyên Bắc Kạn

M.A MINOR PROGRAMME THESIS

Major: English Teaching Methodology Code: 60140111

HANOI - 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

TRỊNH THANH HUYỀN

A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR

GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL

Nghiên cứu điều tra thái độ của học sinh đối với phương pháp diễn dịch và quy nạp trong giảng dạy ngữ pháp tiếng Anh tại lớp 11 trường trung học phổ thông

chuyên Bắc Kạn

M.A MINOR PROGRAMME THESIS

Major: English Teaching Methodology Code: 60140111

Supervisor: Dr Đỗ Tuấn Minh

HANOI - 2016

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TABLE OF CONTENTS

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TABLE OF CONTENTS i

PART A: INTRODUCTION I

I Rationale for the Research I

II Aim and Objectives of the Research III

III Research Questions III

IV Scope of the Research IV

V Methods of the Study IV

VI Significance of the Research V

VII Structural Organization of the Thesis V

PART B: DEVELOPMENT Error! Bookmark not defined

CHAPTER I: LITERATURE REVIEW Error! Bookmark not defined

1.1 Overview of English Grammar Error! Bookmark not defined

1.1.1 The Concept of Grammar Error! Bookmark not defined

1.1.2 The Role of Grammar in Teaching English as a Foreign LanguageError! Bookmark not defined 1.2 Approaches to Grammar Instruction Error! Bookmark not defined

1.2.1 Experiential Teaching Approach Error! Bookmark not defined

1.2.2 Analytic Teaching Approach Error! Bookmark not defined

1.2.3 Implicit and Explicit Approach Error! Bookmark not defined

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1.2.5 Deductive and Inductive Approach Error! Bookmark not defined

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1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to

English Grammar Teaching Error! Bookmark not defined

1.3.1 Advantages and Disadvantages of Inductive ApproachError! Bookmark not defined 1.3.2 Advantages and Disadvantages of Deductive ApproachError! Bookmark not defined 1.4 Students’ Attitudes towards English Grammar InstructionError! Bookmark not defined

1.4.1 Defining Students’ Attitudes Error! Bookmark not defined

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3.1 Findings Error! Bookmark not defined

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3.1.1.1 Overview of the Current Grammar Teaching Aids at Bac Kan

Gifted High School Error! Bookmark not defined

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3.1.1.2.3 Attitudes to Deductive ApproachError! Bookmark not defined 3.1.1.2.4 Attitudes to Inductive ApproachError! Bookmark not defined

3.1.1.2.5 Attitudes to the Combination of both Inductive and Deductive

Approaches Error! Bookmark not defined 3.1.2 Qualitative Data Findings Error! Bookmark not defined 3.1.2.1 Attitudes to Deductive Approach Error! Bookmark not defined 3.1.2.2 Attitudes to Inductive Approach Error! Bookmark not defined

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Approaches Error! Bookmark not defined 3.2 Discussion of the Findings Error! Bookmark not defined PART C: CONCLUSION Error! Bookmark not defined

I Summary of Key Findings Error! Bookmark not defined

II Pedagogical Implications Error! Bookmark not defined III Limitations of the Study Error! Bookmark not defined

IV Suggestions for Further Studies Error! Bookmark not defined

REFERENCES VI

APPENDIX A Error! Bookmark not defined APPENDIX B Error! Bookmark not defined

I

PART A: INTRODUCTION

This part including the rationale for the research, the aim and objectives, the scope and methods of the study, the research questions, the significance and structural organization of the thesis will hopefully provide readers with an overview of the whole paper

I Rationale for the Research

The role of foreign language grammar has always been a controversial subject of research for decades Krashen (1982) considers grammar useful for “language appreciation”, i.e appropriate language use, but it should not be the main subject of instruction In other words, learners acquiring a foreign language through a process

of communication and grammar is just a tool to polish their production when they have already acquired grammar knowledge In this case, we can assume that grammar is necessary, but not an essential background in language learning, and thus, it should not be the object of instruction in language teaching With another point of view, Batstone (1994) affirms the importance of grammar to understand language because it provides a framework for learners to structure their foreign language learning In addition, Dr Pradeep (2013) admits the importance of grammar by confirming that when learning a foreign dialect, learners should learn its grammar since it is extremely important that it cannot be ignored

From the researcher’s point of view, the role of grammar is a never-ending question and it is not so important as the matter of how grammar should be taught in foreign language teaching In recent times, grammar instruction has been regarded as essential and indispensable in the context of language teaching Sharing a similar idea with the writer, Purpura (2004) points out that grammar plays a central role in language teaching as it influences the success of foreign language learning In this view, grammar plays an extremely important and unavoidable role in developing the language outcomes of learners Recently, a number of merited research have

II

been conducted to discover the approaches concerning grammar teaching There are two approaches that come into question, i.e deductive and inductive instructions Seeing that there is no approach outweighing another; in other words, both deductive and inductive approaches possess the same merit, so teachers should take advantages of and be flexible in applying the aforementioned approaches in order to produce effective grammar teaching

In this paper, the writer puts the main focus on English as a foreign language taught

in Vietnam Being considered as a developing country with many potentials, Vietnam is a rich land in the context of globalization That tendency has brought about a change in Vietnamese people’s attitudes about foreign language learning, especially English With its position as a global language, English is regarded as a vital language that can bring people great opportunities to make their lives better, i.e good jobs, good living standards, good studying conditions, etc Therefore, English teaching has become a burning concern for many Vietnamese educators

In the writer’s viewpoint, although English grammar is extremely essential in the view of most Vietnamese teachers in general and high school teachers in particular, most of them do not possess suitable methods to teach grammar Thus, many students know English without being able to use it properly, even in expressing their own intentions Additionally, there is a fact that students’ attitudes to teachers’ grammar teaching approach can influence their learning outcomes However, there has been little investigation of the attitudes of high school students concerning English grammar instruction, and there is no research conducted to discover the issue in Bac Kan province Because of the aforementioned reasons, the researcher has decided to conduct a research titled “A survey on students’ attitudes to deductive and inductive approaches to teaching English grammar for grade 11 at

Bac Kan Gifted High School” This research will make contributions to develop a

sharp understanding of students’ attitudes to deductive and inductive approaches to

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English grammar teaching by their teachers, and to point out a more appropriate path in order to enhance English grammar learning quality in this context

II Aim and Tasks of the Research

The overall aim of the study is to shed light on the attitudes to deductive and inductive approaches to English grammar teaching held by students in class 11A at Bac Kan Gifted High School With that aim achieved, the researcher will suggest appropriate approach that meets students’ needs with the hope to enhance English grammar learning quality

To achieve the above aim, the following objectives are set for exploration:

- Investigating key features of deductive and inductive approaches for deeper understanding

- Designing students survey questionnaires and questions for semi – structured interviews

- Observing teachers teaching the two different approaches

- Asking students to do the survey questionnaires

- Inviting some students to take part in semi – structured interviews

- Collecting and analyzing the data collected

III Research Questions

The research is conducted to answer two following questions:

1 What are the attitudes of students in class 11A at Bac Kan Gifted High School to deductive and inductive approaches to English grammar teaching?

2 Which approach suits students in class 11A at Bac Kan Gifted High School most and enhances their English grammar learning quality?

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IV Scope of the Research

Concerning academic scope, the researcher will focus on students’ attitudes In other words, the only thing that will be done by the researcher is students’ attitudes

to deductive and inductive English grammar teaching

With regard to social scope, the researcher employs a portion of the population to represent the entire population Specifically, the sample will consist of thirty students within class 11A at Bac Kan Gifted High School

V Methods of the Study

The study is carried out with quantitative and qualitative methods as follows:

First, the survey questionnaire for students is employed to find out their attitudes towards deductive and inductive approaches to English grammar teaching, affecting factors on such attitudes and their expectations during grammar lessons

Second, class observation is implemented to study teacher’s teaching approaches and students’ performance in grammar lessons

After that, personal interviews with three students are conducted in order to:

+ Survey their perception on the magnitude of grammar in learning English

+ Study their attitudes towards inductive and deductive approaches to grammar teaching

+ Find out the most appropriate way of teaching grammar for students to enhance their learning outcomes

Then, the data are collected, sorted and analyzed qualitatively and quantitatively to obtain realistic results

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To end with, pedagogical implications for enhancing students’ positive attitudes in learning grammar and the most appropriate grammar teaching approach will be proposed based on the results found from all data collection instruments

VI Significance of the Research

The findings of the present paper will help get deeper insights into students’ attitudes towards the aforementioned approaches, which in turn stimulate the adjustment on the part of teachers to accord with students’ needs and wants The suggestion of an appropriate approach made by the writer of this paper will significantly contribute to English grammar teaching and learning outcomes In short, valuable information from the practical classroom will help shorten the gap between theory and practice at least in this context

VII Structural Organization of the Thesis

The present graduation thesis is designed with three parts, starting with Introduction and ending with Conclusion With the purpose of providing readers with background for the present research, part A (Introduction) presents the rationale, the aim and objectives, the scope, the research questions, significance and the structural organization of the thesis Part B (Development) includes three chapters Specifically, chapter I, named Literature Review, gives a critical review of the previous studies relating to the research problem under investigation and presents the theoretical background employed as tools for conducting the whole research The Methodology chapter (chapter II) describes the methods and materials used in doing the research, including data collection instruments and data analysis techniques The third chapter (Findings and Discussion) is the part describing what can be learned during the research and interpreting the results The last part of the thesis is part C (Conclusion) which offers some pedagogical implications for better teaching and learning outcomes, restates the aim and suggests some paths for

further studies related to the field under investigation