Applying task based approach in teaching english grammar for the grade 10 students of basic curriculum at yen dinh 1 high school thanh hoa province

TABLE OF CONTENTS TABLE OF CONTENTS I PART A: INTRODUCTION 1 Rationale Aims of the study Scope of the study Methods of the study Significance of the study PART B: CONTENT CHAPTER I: LITERATURE REVIEW AND THEORETICAL BACKGROUND .3 1.1 The Importance of Grammar in Language Teaching and Learning 1.1.1 Definitions of English grammar 1.1.2 The importance of teaching English grammar 1.2 Definition of tasks 1.3 What is task-based language teaching? 1.4 Task-based grammar teaching 14.1 Why we use Task-based grammar teaching? 1.4.2 Steps in Task-based grammar teaching 1.4.2.1 Pre-task 1.4.2.2 While- task 1.4.2.3 Post-task CHATER 2: THE CURRENT SITUATIONS IN TEACHING ENGLISH GRAMMAR IN GRADE 10 STUDENTS AT YEN DINH HIGH SCHOOL 2.1 An overview of the current situation of teaching and learning English at Yen Dinh High school 2.2 Findings from the current situations 2.2.1 Results from questionairs 2.2.2 Results from observation 2.2.3 RESULTS FROM THE PRE-TEST 2.3 Solution 11 i CHAPTER 3: EXPERIMENT AND RESULTS 12 3.1 Participants 12 3.2 Data collection instruments 13 3.3 Results 13 3.4.1 Results from questionnaires 13 3.3.2 Results from observation 16 3.3.3 Results from post-test 16 3.3.3.1 A comparison of the tests before and after experiment .17 3.3.3.2 Data analysis after experiment 18 3.4 Findings 18 PART C: CONCLUSION 19 Suggestions for further research 19 Conclusion of the study 20 REFERENCES I APPENDIXES II APPENDIX 1: PRE-TASK SURVEY QUESTIONNAIRE II APPENDIX 2: POST-TASK SURVEY QUESTIONNAIRES IV APPENDIX 3: PRE-TEST VI APPENDIX 4: POST-TESK VIII APPENDIX 5: POSSIBLE ANSWER KEYS X APPENDIX XIII APPLYING TECHNIQUES IN TEACHING XIII A model of lesson plan XIII ii PART A: INTRODUCTION Title: “Applying task-based approach in teaching English grammar for the grade 10 students of basic curriculum at Yen Dinh high school- Thanh Hoa province” Rationale One of the most challenging tasks constantly facing English teachers is how to capture the interest and stimulate the imagination of their students so that they will be more motivated to learn, especially in grammar lessons In my school, teachers usually use PPP models to teach their students We can not deny that this is a current popular method and it contains a lot of advantages But it seems that students have to what they are asked and have to a lot of exercises Frankly speaking, they become quite passive, only listen and write They have little chance to interact, to communicate Teaching grammar does not mean so passive It should involve four skills and student should really be motivated to learn I have decided to choose this topic with the hope that it will make certain contributions to the existing knowledge of the field under the study and help the grade 10 students at Yen Dinh high school- Thanh Hoa province master English grammar well to use it confidently in four skills and get good marks in the exams Aims of the study The specific aims of this study are as follows: - Investigating the present situation of learning grammar, especially finding out problems facing students in language focus lessons - Suggesting useful techniques for the possibility of task-based introduction in order to increase the students’ motivation in grammar learning as well as heightening the effectiveness of English language teaching Scope of the study This research focuses on investigating how Yen Dinh language teachers exploit TBA in teaching English grammar in their classes in grade 10 students at Yen Dinh high school Methods of the study To gain effectiveness of the aims the researcher has just mentioned above, the following methods were used: - Survey questionnaire for students in class 10A9 and 10A10 at Yen Dinh High School to collect information about their views of the current situations and their feelings about lessons which are used language games - The results of tests to check the grammar ability of the students in class 10A9 and 10A10 at Yen Dinh High School -Beside these instruments, classroom observation is used to record more information from teachers and students during lessons - Constant discussions with the supervisor and colleagues are of great significance Significance of the study Theoretical significance of the study: the study will supply the English language teachers with the understanding of grammar and task-based approach, advantages when employing this method Practical significance of the study: the research will help the teacher of English use task-based approach effectively, which will make language focus lessons more successful as well as help students in the grade 10 improve their grammar PART B: CONTENT CHAPTER I: LITERATURE REVIEW AND THEORETICAL BACKGROUND 1.1 The Importance of Grammar in Language Teaching and Learning 1.1.1 Definitions of English grammar According to Richards and Platt (1992) in their Longman Dictionary of Language Teaching & Applied Linguistics: Grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language It usually takes into account the meanings and functions these sentences have in overall system of the language It may or may not include the description of the sound of a language 1.1.2 The importance of teaching English grammar Firstly, teaching grammar helps students understand how the language works 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 confused with complicated expression Secondly, according to Smith (2001), if teachers neither pay attention to grammar nor create opportunities for learners to improve grammar, learners are likely to stand the risk of fossilization or reach a point where they can cope with level of communication that is demanded of them by making use of their existing grammatical resource and communication strategies and probably with sufficient fluency 1.2 Definition of tasks Nunan (1989) gave a definition of task: “is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interaction in the target language while their attention is principally focused on meaning rather than form The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right” Prabhu (1987), one of the first methodologists raising interest and support for TBA, defined: “a task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process” He emphasizes the process of learning, and he confirms that when following the tasks, the learner will get effective communication The definitions of tasks vary in TBA However, all of them have a common characteristic They all suggested the tasks are concerned with communicative use In other words, they refer to undertakings in which the learner comprehend, interact, produce in the target language in the contexts and focus on meaning rather than form 1.3 What is task-based language teaching? Littlewood (2004) indicated that TBA is a development within communicative approach It is not at all, Brown (1994) also claims that “TBA is a perspective that can be taken within a CLT framework” Besides, he stated that what various understandings of TBLT emphasize is the centrality of task itself in a language course and, for TBLT as an overall approach, the importance of organizing a course around communicative tasks that learners need to engage in outside the classroom Also, Foster (1999) pointed out that there are different task-based approaches, which share a common idea: giving learners tasks to transact, rather than items to learn, providing an environment, which best promotes the natural language learning process 1.4 Task-based grammar teaching 14.1 Why we use Task-based grammar teaching? Task-based language teaching approach can be viewed as within the framework of communicative teaching and the study of task-based language teaching stems largely from communicative language teaching (Nunan, 1989) It puts tasks at the center of the methodological focus It considers the learning process as a set of communicative tasks that are directly linked to the curricular goals It emphasizes the development of students' communicative ability and communication takes place through using the grammatical system of the language It combines the teaching of language forms with teaching of language skills Therefore, it may have significance or it may be effective in grammar teaching 1.4.2 Steps in Task-based grammar teaching According to Willis (1996) there are three main steps in task-based grammar teaching 1.4.2.1 Pre-task Aim: To prepare student for the task, to engage their attention Topics and tasks are introduced in the pre-task stage Teachers introduce tasks to learners They present necessary knowledge, explain the requirements and procedures of the task in detail and help learners familiarize with the topic, vocabulary and expressions In this stage, teachers should take the individual differences among learners into account 1.4.2.2 While- task • Planning the task: Aim: for the Ss to discuss about the works related to grammar points in group of six Set a limited time of three or four minutes to discuss this Circulate and listen to the Ss doing the task, but not correct any language at this moment • Doing the task: Aim: For students to prepare an oral report of their task Stop the task Tell the students to work together preparing a summary of their discussion for later report to the whole class They must write notes for this summary and be prepared to report this orally to the rest of the class Set a time limit of five minutes for them to this When the students are ready, ask a spokesperson from each group to report Rest of the class listens carefully • Presenting the product of the task: Aim: For students to get a provision of useful language input 1.4.2.3 Post-task • Language focus : Aim: To raise students’ awareness about the target language Let the students look at the passage again, picking out those sentences which contain grammar points and write them on the board Check that the Ss understand the meaning of sentences (if necessary) ask Ss to write down the rules of form for grammar point • Language practice Aim: To give the students some restricted written practice in the target language CHATER 2: THE CURRENT SITUATIONS IN TEACHING ENGLISH GRAMMAR IN GRADE 10 STUDENTS AT YEN DINH HIGH SCHOOL 2.1 An overview of the current situation of teaching and learning English at Yen Dinh High school The study was conducted with a total of 84 participants of Grade 10 in two classes – experimental class, 10A9 and control class, 10A10 at Yendinh high school Most of them have been learning English for at least years at secondary schools, from Grade to Grade 9, and they used the new English textbooks designed by MOET 2.2 Findings from the current situations To find out some current situations in teaching and learning English grammar in class 10A9 and 10A10 at Yen Dinh high school, the researcher surveys the current situations by using questionnaires, interview questions and observation The researcher found out some following results 2.2.1 Results from questionairs Table 1- Students’ difficulties in studying English grammar No Difficulties Number Percentage I cannot apply the proper tenses 50 60,9% I cannot put the words in correct order I was very bad at English when I was at 45 54.8% 37 45.1% 71 86.5% lower high school I cannot remember all structures I cannot apply all structures correctly 36 43.9% There is a lack of teaching aids at school 15 18.2% This can be shown that, 60.9% of the students said they could not put the verbs in the correct tenses Besides 45.1% of the students believed that they were very bad at English when they were at lower high school And 54.8% of them thought that they cannot put the words in correct order In addition, the number of the students who could not remember all structures was 86.5% and 43.9% of students could not apply all structures correctly Besides, having a small number of the students (18.2%) said that the lack of teaching aids at school is other difficult of them In the second questions the researcher asked students about the main causes of these difficulties Table 2- The main causes of students’ difficulties in learning English grammar Main causes I was bad at English grammar when I was at primary and secondary school The lack of learning aids at school Teacher’s teaching method is not effective I don’t know the good way to learn effectively Number of students 37 45.1 15 72 60 18.2 87.8 73.1 % As they can be seen in the table, 87,8% of the students showed the method that teacher used is not suitable In addition, 60 of them (73.1%) don’t know the good way to learn English grammar Meanwhile 45.1% of them were bad at English grammar when they studied at lower school and 18.2% of them thought that the lack of learning aids at school is other main reason that they have difficulties in studying English grammar 2.2.2 Results from observation • Results from the teacher With the aim of helping students get knowledge about grammar structures, almost the teacher applied the traditional methods such as: translation, audio-lingual or using PPP model Besides, the teacher used extra- APPENDIX 3: PRE-TEST I Rewrite these following sentences by using the structure: used to+ V_infinitive (2.5 points) I went to the church when I was a child => I used to ……………………………………………………………… My father gave up smoking three months ago => My father …………………………………………………………… Mr Micheal grew tulips but he doesn’t any more => Mr Micheal used to ………………………………………………… I can’t stand classical music now although when I was young I prefered listening to it => I used to ……………………………………………………………… We have lost interest in our work => We used to …………………………………………………………… II Rewrite these following sentences by using conditional type (2.5 points) I didn't have my trainers with me so I couldn't play basketball with my friends => If I …………………………………………………………………… Helen couldn't telephone her friend James because she didn't know the telephone number => If Helen ………………………………………………………………… My father wasn't at home last night because he had an important meeting at the office => If my father …………………………………………… …………… Peter went out with his friends because he finished his homework on time => If Peter …………………………………………………………………… We were late for work yesterday morning so the boss was very angry with us => If we …………………………………………………………………… VI III Write sentences with “should/Shouldn’t” according to the situation given -Write sentences with “should” according to the situation given I have a toothache => You should ………………………………………………… She’s always tired because she goes to bed late every night => She should …………………………………………………… This room is a mess! => You should ………………………………………………… I have an English test tomorrow => You should ……………………………………………………… it’s very cold today => You should ……………………………………………………… - Write sentences with shouldn’t according to the situation given Tom always eats so many sweets It’s bad for his teeth => Tom shouldn’t …………………………………………… I think they are too young to get married => They shouldn’t ………………………………………………… He is overweight but he always eats a lot of fast food => He shouldn’t ……………………………………………………… My brother and I always have a quarrel, this makes my parents very sad => We shouldn’t ……………………………………………………… He always watches violent film so much, so he is very aggressive = > He shouldn’t …………………………………………………… VII APPENDIX 4: POST-TESK I Rewrite these following sentences using the structure: used to+ V_infinitive (2.5 points) Jim was my best friend, but we aren’t friends any more => Jim used to ………………………………………………… When I was young, my uncle was a national swimming champion => My uncle used to ………………………………………………… My brother had his hair cut short when he joined the army => My brother used to …………………………………………………… We lived in the country in 1980s, but now we live in Ha Noi city => We used to ………………………………………………… I was the best student in my class when I studied at boarding school => I used to …………………………………………………………… II Rewrite these following sentences by using conditional type (2.5 points) He didn't prepare for the interview, so he didn't get the job => If he ………………………………………………………………… We came home from our holiday early because we ran out of money =>If we ………………………………………………………………… The house didn't burn down because the fire brigade came immediately =>If the fire brigade ……………………………………………………… The men were wearing protective clothing, so they were all quite safe =>If the men……………………………………………………………… I took the job because I didn't know how difficult it was =>If I……………………………………………………………………… III Write sentences with “should/Shouldn’t” according to the situation given (5 points) -Write sentences with “should” according to the situation given I’m still feeling sick => You should ………………………………………… He will get lung cancer if he continues to smoke => He should ………………………………………… You always go to school on an empty stomach, so it will make you tired VIII => You should ………………………………………………… He often gets a lot of bad marks but he doesn’t try to work hard => He should ………………………………………………… It’s late and you are tired => You should …………………………………………… - Write sentences with shouldn’t according to the situation given It’s harmful for your health if you often put so much sugar in your coffee => You shouldn’t ……………………………………………………… He is often punished by his teacher because he always makes noise in the classroom => He shouldn’t …………………………………………………… Jane often disturbs Mary which always makes her angry => Jane shouldn’t …………………………………………… She always goes to work late, so her boss doesn’t like her => She shouldn’t ………………………………………… He always drinks wine, this makes his health worse =>He shouldn’t ………………………………… IX APPENDIX 5: POSSIBLE ANSWER KEYS PRE-TEST I Rewrite these following sentences by using the structure: used to+ V_infinitive I used to go to the church My father used to smoke Mr Micheal used to grow tulips I used to prefer listening to classical music We used to have interest in our work II Rewrite these following sentences by using conditional type If I had had my trainers with me, I could have played basketball with my friends If Helen had known the telephone number, she could have helped her friend James If my father hadn't had an important meeting at the office, he would have been at home last night If Peter hadn't finished his homework on time , he wouldn't have gone out with his friends If we hadn't been late for work yesterday morning, the boss wouldn't have been angry with us III Write sentences with “should/Shouldn’t” according to the situation given -Write sentences with “should” according to the situation given You should go to the dentist She should go to bed early You should tidy your room You should study hard You should wear warm clothes X - Write sentences with shouldn’t according to the situation given Tom shouldn’t eat so many sweets They shouldn’t get married soon He shouldn’t eat a lot of fast food We shouldn’t quarrel with each other He shouldn’t watch violent film so much POST-TEST I Rewrite these following sentences by using the structure: used to+ V_infinitive Jim used to be my best friend My uncle used to be a national swimming champion My brother used to have his hair cut short We used to live in the country I used to be the best student in my class II Rewrite these following sentences by using conditional type If he had prepared for the interview, he would have got the job If we hadn’t run out of money, we wouldn’t have come home from our holiday early If the fire brigade hadn’t come immediately, the house would have burned down If the men hadn’t been wearing protective clothing, they wouldn’t have been all quite safe If I had known how difficult the job was, I wouldn’t have taken the job III Write sentences with “should/Shouldn’t” according to the situation given -Write sentences with “should” according to the situation given You should go to see a doctor He should stop smoking You should have breakfast before go to school XI He should study harder You should go to bed - Write sentences with shouldn’t according to the situation given You shouldn’t put so much sugar in your coffee He shouldn’t make noise in the classroom Jane shouldn’t disturb Mary She shouldn’t go to work late He shouldn’t drink wine XII APPENDIX APPLYING TECHNIQUES IN TEACHING A model of lesson plan The first lesson In the first lesson, the researcher applied task-based approach to teach conditional sentence type  Pre-task (Warm-up) Introduce a topic and tasks Teacher asked students to read to a story about a doctor (My name is Mary, I am a doctor, I like traveling very much In summer, I often go on holiday with my family when I have a free time I did not go to Sam Son beach last summer because of my work What a pity that I could not go If I had not worked, I would have gone to Sam Son for my holiday If I had gone to Sam Son, I would have visited many interesting places I would have met my old friends if I had gone to Sam Son.) Teacher asked students to suppose that they went to Ha Long Bay last summer for their holiday and asked them list all of things that they would have done and where they would have visited  Task -Planning the task Teacher asked students to exchange their answers with their partner and then work individually and the tasks basing on the example: *Eg: If I had gone to Ha Long Bay, I would have visited… Let students discuss in six minutes -Doing the task Stopping the task, students were asked to continue to work in group of four preparing a summary of their discussion for later report to the whole class The leader of each group will present orally their group result XIII * Eg: If + student A had gone to Ha Long Bay, he/she would have visited… After discussing the student’s answer in group, the secretary wrote notes for this summary and reported this orally to the whole class When students were already, the spokesperson from each group was asked to the report Students had five minutes to prepare a summary of their discussion and they had six minutes to report, each group had one minute to orally report +Eg: If we had gone to Ha Long Bay, we would have… -Presenting the product of the task Ask students some quick comprehension questions Let students look at the passage again and answer the following questions Did the writer go on holiday last summer? Where she would have gone for her holiday if had not worked? Who would the writer have met if she had gone to Sam Son? Would she have walked along the beach if she had gone to Sam Son?  Post-task -Language focus Students were asked to look at the passage again to pick out these sentences which contain if clauses (one students stood up to point out if sentences) Teacher showned these sentences on the screen Students were asked to generalize the use and form of conditional type +Form: If+S+had (not)+PII, S+would (not)+have+PII Would+S+have+PII, If+S+had (not)+PII? Teacher asked students to point out that the usage of conditional type (People use it to tell about wished that could not in the past or events that did not happen in the past) At this point students were asked to make sentences using conditional type telling about their own events in the past Teacher went around the class helped students if necessary -Language practice XIV Students were asked to exercise 1,2 in the textbook in five minutes Finishing exercises, some students were asked to read their exercises, and other compared with their result The teacher correct students’ exercises and give feedback -Homework assignment Teacher asked students to make an interview asking their family member’s wishes that could not be done in the past The second lesson In the second lesson, the researcher carried out apply task-based approach to teach the structure: Used to + V_infinitive  Pre-task Introduce a topic and tasks The teacher gave students a table about herself/himself 10 years ago and now to show the difference 10 years ago - had a black hair Now - have a red hair - smoking - stop smoking - had a lot of money - have no money - got up late - get up early - went to school late - go to school on time Ask students to work individually TO find out the difference of them years ago and now and asked theM this task in minutes  While-task -Planning the Task Teacher asked students to work individually and then work in pairs and asked the task basing on the following example: * Eg: I used to drink too much coffee/ sing in a club… XV Circulate and listen to the students doing the task, but not correct any language at this moment -Doing the Task Stop the task Tell the students to work in group of five preparing a summary of their discussion for later report to the whole class The leader of each group will present orally their group result Eg: A used to… B used to… (A and B are students) Set a time limit of five minutes for them to this When the students are ready, ask a spokesperson from each group to report Rest of the class listen carefully and decide which students have changed the most in the past ten years -Presenting the product of the task Aim: For students to get a provision of useful language input The students listen to a short passage in which the speaker is talking about his life ten years ago Ask the students some quick comprehension questions about what they heard For example, what did the speaker say about her hair? What did he say about his job? If the students find it difficult to understand, repeat the text again Post-task - Language Focus Aim: To raise students’ awareness about the target language Let the students listen to the passage again, picking out those sentences which contain used to and write them on the board For example: a) I used to go to heavy metal concerts b) I used to have long black hair c) I used to wear tight leather trousers d) I didn’t use to my homework Write down the rules of form for used to: XVI S + used to + infinitive and S + didn’t use to + infinitive At this point the teacher could ask students to find other examples of how she used to be and didn’t used to be Point out that in English we use used to talk about states and habits that continued for a period of time in the past -Language Practice Aim: To give the students some restricted written practice in the target language If you feel that your class needs some restricted practice in the grammar, ask them to write down three things that they used to and three things that they didn’t use to when they were children Circulate and monitor Ask students to check their sentences with each other and elicit some examples to put on the board The third lesson In the third lesson, the researcher carried out applying task-based approach to teach the structure: Should/ Should not Pre-task Introduce to topic and tasks The teacher asked students to read a story about the teacher This story told about the problem that the teacher faced with and need a piece of advice from students (I like eating candy I eat candy so much and now I get a toothache It makes me very tired) The teacher asked students to give their own problems that they faced with and need advice from others Ask students to work in pairs and this task in four minutes While-task -Planning the task XVII The teacher asked students to exchange their problems in group Then work on individual problems Discuss what he/she should and shouldn’t + I think you should +I think you shouldn’t This task is related to grammar point first (using should or should not), then for preparing an oral report From the problems written down in task 1, students are asked to exchange their problems in group, working on individual problems and what he/she should and should not to overcome the problems Teacher sets a limited time of four or five minutes for students to the task While student the task, the teacher goes around giving help but needn’t correct at once -Doing the task Ask students to write down the advice to each person in the group then report to the class The leader of each group will present orally their group results + Example: Ss A (problems): we think she/he should and she/he shouldn’t Ss B (problems): After discussing the students’ problems in the group, the secretary of the group must write down the advice to each person in the group then the spokesperson reports to the class +Example: Ss A (problems): we think she/he should and she/he shouldn’t -Presenting the product of the task Ask students to read the passage and answer questions What should they for their mother’s birthday party? Should they spend time playing? What should they to make her mother happiest? XVIII This task is to help students get a provision of useful language input The teacher asks students to read the passage and then answer the questions in three minutes in group When time is up, the teacher has to check the answer of each group by asking one student from each group to stand up to answer question, then the others compare with their answer Next Sunday is my mother’s birthday, we are going to prepare a birthday party for her We want to make her happy on this occasion We have discussed much about this My sister said “we should organize a very wonderful birthday party for our mother” My brother said “we should buy many beautiful flowers for her on that day” As for me, the thing that makes my mother happiest is our study result So that I said “We should learn hard and we should not waste time” Post-task -Language focus Ask students to pick out those sentences which contain should/should not from the text We should organize a very wonderful birthday party for our mother We should buy many beautiful flowers for her on that day We should learn hard and we should not waste time This task is to raise students’ awareness about the target language The teacher asks students to look at the passage again then pick out those sentences containing should/ should not, students have three minutes to this task After picking out sentences which contain should and should not, students are asked to deduce the rules for using should and should not and its grammar structure The teacher may ask one student to write down grammar structure of should on the blackboard -Language practice Ask students to talk about what they should or should not to keep fit XIX XX ... designed for my study: ? ?Applying task- based approach in teaching English grammar for the grade 10 students of basic curriculum at Yen Dinh high school- Thanh Hoa province? ?? Your assistance in fulfilling... Yen Dinh high School after experiment After applying task- based approach in teaching English grammar lesson in class 10 A10 at Yen Dinh High School, most of the students felt interested in grammar. .. 2.2 Findings from the current situations To find out some current situations in teaching and learning English grammar in class 10 A9 and 10 A10 at Yen Dinh high school, the researcher surveys the