English is presently considered as an international language which is used widely in the world and in almost all fields of the study. In the past decades, it has been proved to be the most valuable means for people to acquire knowledge, to entertain them and to communicate with the others. Therefore, the teaching and learning of English has become very popular and necessary. However, one aspect of teaching English is teaching grammar which has been considered as a challenge for many Vietnamese teachers of English at school. Therefore, this study was inspired by both the subjective and objective reasons. Subjectively, doing a study on methodology, especially on teaching grammar, is a very useful preparation for my future job as a teacher of English. Simultaneously, it is very practical for the teaching practice as a trainee teacher at a high school in Phu Tho. Moreover, I have chosen this subject due to the awareness of the importance of English grammar. Without learning it, students cannot communicate well, to put it another way, the language they produce which is considered ungrammatical and unacceptable. Hence, it is essential to teach grammar effectively and appropriately at the very beginning stage. The objective reason for choosing this topic comes from the current situation of teaching grammar at high schools. In a grammar lesson at high schools, most of the practices are done in the forms of writing and the teacher seldom creates activities that may help students to put what they have learnt into use. Therefore, although students have learnt numerous grammar rules, words and sentence structures, they cannot express themselves when they speak in English. It may surprise us that many students cannot use English as a means of communication after several years of learning it at school. For these reasons, the researcher decided to conduct the research on How to teach grammar communicatively for grade 10 students at Thanh Ba high school Phu Tho province. Hopefully, it will make a small contribution to the teaching and learning grammar at the high school
1 ACKNOWLEDGEMENTS This thesis would not have been possible without the help and support of many individuals I would especially like to thank the following people Ms Ngo Thi Thanh Huyen, who has guided me to this thesis Without her expert guidance, insightful comments and constructive feedback, my thesis would have still been far from completed I would be grateful allthe lecturers who have been teaching in Foreign Language Department, Hung Vuong University, contributed to the success of the course I would also like to thank all the teachers and the students at Thanh Ba High School in Phu Tho, who willingly participated in the study I thank them for their time, patience and willingness in completing the questionnaires, answering the questions and sharing their classrooms with me Last but not less importantly, I owe my parents and friends whose unconditional love, understanding, encouragement, and support are valuable during my whole study Phu Tho, April 2016 LIST OF ABBREVIATIONS STT TTT CLT TGC method S1 ->40 Q1->5 Student’s talking time Teacher’s talking time Communicative Language Teaching Teaching grammar communicatively method Student ->40 Question 1->5 LIST OF FINGURES AND TABLES TABLE OF CONTENT PART A: INTRODUCTION Rationale English is presently considered as an international language which is used widely in the world and in almost all fields of the study In the past decades, it has been proved to be the most valuable means for people to acquire knowledge, to entertain them and to communicate with the others Therefore, the teaching and learning of English has become very popular and necessary However, one aspect of teaching English is teaching grammar which has been considered as a challenge for many Vietnamese teachers of English at school Therefore, this study was inspired by both the subjective and objective reasons Subjectively, doing a study on methodology, especially on teaching grammar, is a very useful preparation for my future job as a teacher of English Simultaneously, it is very practical for the teaching practice as a trainee teacher at a high school in Phu Tho Moreover, I have chosen this subject due to the awareness of the importance of English grammar Without learning it, students cannot communicate well, to put it another way, the language they produce which is considered ungrammatical and unacceptable Hence, it is essential to teach grammar effectively and appropriately at the very beginning stage The objective reason for choosing this topic comes from the current situation of teaching grammar at high schools In a grammar lesson at high schools, most of the practices are done in the forms of writing and the teacher seldom creates activities that may help students to put what they have learnt into use Therefore, although students have learnt numerous grammar rules, words and sentence structures, they cannot express themselves when they speak in English It may surprise us that many students cannot use English as a means of communication after several years of learning it at school For these reasons, the researcher decided to conduct the research on "How to teach grammar communicatively for grade 10 students at Thanh Ba high school- Phu Tho province" Hopefully, it will make a small contribution to the teaching and learning grammar at the high school Research purposes The study aims at raising the importance of grammar teaching Moreover, it is intended to find out major difficulties that students encounter as well as their attitudes towards learning English grammar In addition, the prevalent teaching methods that are widely used to teach English grammar at high schools in Phu Tho are studied on, and then their advantages and disadvantages are drawn out Moving on, in another place, a variety of techniques and activities are suggested to achieve the effectiveness in teaching grammar In addition, how to use these techniques and activities successfully is taken into consideration in the application for students at Thanh Ba high school Research questions The research will find the answers for the following questions: What are the attitudes of the students toward teaching and learning grammar communicatively? How is the students’ grammar improved after the application of the treatment? What suggestions should be given to the students? Methodology 4.1 Research procedure Firstly, the definitions of some terms related to the grammar was clarified by study theory Secondly, the current situation of learning English grammar of the students in class 10A and 10B at Thanh Ba high school were investigated, then some suggested solutions are given Thirdly, the experiment was carried out with the treatment to teach grammar for students effectively Fourthly, pretests and posttests was given to the students of the two groups (control group and experimental one); then the result of the two tests were compared to see whether there are any improvements in the students’ grammar or not Finally, from the research findings, some suggestions were given 4.2 Research methods The theoretical background of the study is mainly based on the book and documents written by a number of scholars on foreign language teaching Within the aim of finding out the current situation and getting some results after experiment in teaching and learning grammar in class 10A and 10B at Thanh Ba high school, this study adopts quantitative, qualitative and experimental methods To identify the problems, the study has been carried out with the data collected from different instruments: - Pre- questionnaire: This questionnaire is for the students under this research and aims to obtain understandings about students’ attitudes, their motivation in grammar Students will be given this questionnaire before the treatment The questionnaire consists of two parts: + Part I aims to explore the students’ attitudes toward teaching grammar communicatively + Part II aims to explore the students' participation in teaching grammar communicatively - Post questionnaire: Post questionnaire was delivered to students after teaching grammar communicatively The post questionnaire aims to measure the students’ attitudes and motivation after being given the treatment to see if there is any increase of their motivation and participation in grammar lesson in the class Based on the findings from this post questionnaire, together with the result of the post test, the researcher can go to the necessary conclusions and give suggestions - Pretest and posttest: The pretest and posttest are a set of questions and exercises The pretest helped ensure the compatibility in the students’ English level to divide them into control group and experimental group Moreover, the pretest also provides the researcher with accurate assessment on the students’ English grammar knowledge to make comparison with their result of the posttest, so that researcher of the study can go to necessary conclusions about the effects of teaching grammar communicatively on the student's grammar competence After carrying out pretest, I used some treatments following: • I used pictures, situations, and examples for presenting grammatical structures • I used picturesfor checking students’ understanding of what has been presented • I used oral drills, written exercises at the practice stage After applying some treatments in teaching grammar communicatively, the posttest administered among these students The result of the posttest compared with the one of the pretest to see any changes and improvements in the students and give necessary suggestions Significance of the study Theoretical significance of the study: the study supplied the English teachers with the understanding of language in term of types, advantages when employing them The study also suggested some ways to exploit language focus successfully during all stages in teaching grammar Practical significance of the study: the study helped the teacher of English teach grammar more effectively, which made language focus lessons more communicative and meaningful Hypothesis If the study "How to teach grammar communicatively for grade 10 students at Thanh Ba high school- Phu Tho" was successfully, this would help students in class 10A improve their level of language focus Scope of the study The research focus on some effective techniques and activities used in grammar teaching for 40 students at grade 10A and 40 students at grade 10B, Thanh Ba high school Design of the study Part A: INTRODUCTION 1.1 Rationale 1.2 Research purpose 1.3 Research question 1.4 Research methods 1.5 Significance of the Study 1.6 Hypothesis 1.7 Scope of the study 1.8.Proposed schedules 1.9 Design of the study Part B: MAJOR CONTENT 10 Chapter1: deals with the theoretical background that is relevant to the purpose of the study: grammar, different views on English grammar teaching Chapter2: Methodology Chapter3: Data analysis and discussion Part C: CONCLUSION Main findings Implications Limitations and Suggestions for Further Research Conclusion 10 Teaching grammar communicatively creates chances for students to use English more Teaching grammar communicatively provides quieter students opportunities to express themselves in a safer way Teaching grammar communicatively helps broaden the world of the class to include the outside world, thus, it offers a much wider range of language opportunities Teaching grammar communicatively results in a noisy and chaotic classroom Teaching grammar communicatively takes time for preparation and performance Teaching grammar communicatively may lead students to make mistakes in using language If the teacher does not give clear instructions, students will get 67 confused to the method II/ STUDENTS’ PARTICIPATION IN GRAMMAR CLASS What best describes your participation class? Put a tick in the appropriate space provided No if you have NEVER behaved like that if you have SOMETIMES behaved like that if you have USUALLY behaved like that if you have ALWAYS behaved like that Your participation level and quality Never Doing all homework Preparing new lesson before going school Showing limited participation, being Sometime s confused as trying to find out when to exercise Always listening classmates, and/or taking notes Observing in silence, seemingly to teachers, accepting whatever is discussed and saying nothing to response to teacher and peers Thank you for your cooperation! 68 Usually Always APPENDIX 2: POST- QUESTIONNAIRE (FOR STUDENTS) My name is Truong Thuy Linh from K10 English Pedagogical, Hung Vuong University At present, i am conducting my B.A thesis entitled "How to teach grammar communicatively for grade 10 students at Thanh Ba high school- Phu Tho province" Your cooperation with sincere answers is crucial to the success of the research Your information will be kept confidential for the study purposes only Please read the questions and give your opinion about the activities you have just joined by putting a tick () in the boxes you want to choose Thank you for your help! Is the teaching grammar communicatively method easy to exercise? Easy Not very easy Difficult Is the teaching grammar communicatively method suitable in comparison with your level? Suitable Rather suitable Unsuitable Does the teaching grammar communicatively method make you feel motivated to learn language focus? Yes, greatly Yes, a little No, not at all Do you get fun when joining grammar communicative activities? Yes, always Yes, sometimes No, not at all In your opinion, how does teaching grammar communicatively method improve your language focus? Very effective Quite effective 69 Not effective at all APPENDIX 3: PRE- TEST I.Choose the best option A,B,C.or D to complete the sentence Circle the corresponding letter A,B,C or D Câu 1: The teacher gave back the papers which marked A.was B.has been C.had been D.have been Câu 2: When my wife tomorrow,she will find everything in order A.will come B.shall come C.come D.come Câu 3: Wecan notgo to Mary’s party we are going away that weeken A.because B.becase of C.although D.in spite of Câu 4: He is in much mood than usual A.good B.better C.best D.well Câu 5: My father _ to the Golf Club for the past 25 years A.was belonging B.has belonged C.has been belonged C.has belonging Câu 6: When people are driving, they keep their eyes on roads A.wouldn’t B.should C.would D.shouldn’t Câu 7: Jane asked me “ What time the banks close?” A.Jane wanted to know what time the banks close? B.Jane wanted to know what time the banks close? C.Jane wanted to know what tine did the banks close? D.Jane wanted to know what time the banks closed? Câu 8: You can send letters from Hongkong _by Suez or by Canada A.either B.neither C.both D.as well Câu 9: She has a highly mind A.invent B.inventive C.inventor 70 D.invention Câu 10: The phone rang while she _dinner A.has cooked B.cooks C.is cooking D.was cooking Câu 11: I am going for a few days so don’t give me any more work A.in B.order C.over D.away Câu 12: His friend said Peter “Imsad.Let me alone” A.His friend said that I am sad and let me alone B.His friend said that I was sad and let me alone C.His friend said that he was sad and told Peter to let him alone D.His friend said that he was said and If Peter let him alone Câu 13: The weather is very _at this time of year A.change B.changed C.changeable D.changeless Câu 14: I wish you _harder for your examination A.will work B.worked C.have worked D.work Câu 15: Yesterday I was ill so they took me to the hospital, _is only mile away A.which B.where C.that D.in which Câu 16: Mary _with her friend in an apartment in Hanoi since last Sunday A.is living B.has lived C.lived D.lives Câu 17: To send a joba letter You should follow three following steps A.accepted B.acceptance C.acceptable D.accept Câu 18: I remember you.You to go to school here A.use B.used C.were using D.were used Câu 19: Will you buy a 3D television when they _available? A.become B.became C.are becoming D.will become Câu 20: Frank watches all the Laker’s games.He to be one of their biggest fans A.must B.has got C.could have 71 D.should have APPENDIX 4: ANSWERKEYS OF PRETEST QUESTION ANSWE QUESTIO ANSWER R 10 N B C A B C B D A B D 11 12 13 14 15 16 17 18 19 20 72 D C C B A B B B A C APPENDIX 5: POSTTEST I Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions Câu 1: My mother gave me the cakes which decorated colourful A was B has been C had been D have been Câu 2: We dinner when they came A just finished B had just finished C had just finish D just had finished Câu 3: I at home when she phoned A was not B not am C not were D were not Câu 4: Do you mind the window? A open B opening C to open D opened Câu 5: In the past, _ had different opinions about the way to educate disabled children A educators B educated C education D educating Câu 6: It’s better for the to be cared for at home rather than in hospitals A sick B sickness C sickly D sicker Câu 7: A deaf person is the one is not able to hear A which B whom C who D whose Câu 8: This computer is capable designing sophisticated graphics A with B on C in D Of Câu 9: He has a highly mind A invention B inventive C inventor Câu 10: I you for ages A haven’t saw B didn’tsee C haven’t seen D don’t see 73 D invent Câu 11: She continued the _ until the children realized they had just learned how to add and subtract A demonstration B demonstratively C demonstrative D demonstrate Câu 12: My parents took a lot of _ of us when we were small A photography B photogenic C photo D photographs Câu 13: Her real joy was “easing human suffering” The founding of the Radium Institute in 1914 made her humanitarian wish _true A coming B come C came D to come Câu 14: Gradually more children arrived Their parents realized that the young teacher was making great _to help their poor kids A harm B efforts C afford D effective Câu 15: ''Don't open the window" She said A She asked not to open the window B She asked to open the window C She asked if to open the window D She asked if not to open the window Câu 16: _is used to keep the air cool when it is hot A A cooker C A fax machine B A micro wave D An air conditioner Câu 17: _he _much when he was young? A Used/to smoking B Used/to smoke C Did/used to smoking D Did/use to smoke Câu 18: The _were taken to the nearest hospital by an ambulance A injury B injures C injuring D injured Câu 19: She was the first woman inFrance _a university professor Soon after, she was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium 74 A be B was C is D to be Câu 20: These classes is different other classes because the students are disabled A of B with C in 75 D from APPENDIX 6: ANSWERKEYS OF POSTTEST QUESTION 10 ANSWER B C A B C D C D B C QUESTION 11 12 13 14 15 16 17 18 19 20 76 ANSWER A D C B A D D A D D APPENDIX 7: RESULT OF STUDENTS PRE-QUESTIONAIRE I/ Student's attitude towards teaching grammar communicatively No Statements Teaching grammar Strongly Disagre Neutra disagre Agree e l e 12.5% 27.5% 35% 17.5% Strongl y agree 7.5% communicatively increases students’ motivation, and therefore, promotes their participation in class Teaching grammar 5% 35% 45% 12.5% 2.5% 15% 35% 37.5% 10% 2.5% 5.0% 32.5% 50% 7.5% 5.0% communicatively generates a relaxing environment students can interact with teacher and classmates Teaching grammar communicatively creates chances for students to use English more Teaching grammar communicatively provides quieter students opportunities to 77 express themselves in a safer way Teaching grammar 7.5% 35.0% 45.0% 10% 2.5% 7.5% 22.5% 47.5% 17.5% 5.0% 7.5% 22.5% 42.5% 20.0% 7.5% 5.0% 30.0% 42.5% 15.0% 7.5% 2.5% 22.5% 45.0% 22.5% 7.5% communicatively helps broaden the world of the class to include the outside world, thus, it offers a much wider range of language opportunities Teaching grammar communicatively results in a noisy and chaotic classroom Teaching grammar communicatively takes time for preparation and performance Teaching grammar communicatively may lead students to make mistakes in using language If the teacher does not give clear instructions, students will get 78 confused to the method 79 II/ STUDENTS’ PARTICIPATION IN GRAMMAR CLASS No Your participation level and quality Never GA GB Usually Always GA GB GA GB GA GB 37.5% 25.5 % 12.5% 25.5 % 27.5% 37.5 % 5.0% 40.0 % 17.5 % 25.0 % 27.5 % 7.5 % 50% 7.5% 37.5 % 20 % 12.5 % 40 % 27.5 % 47.5 % 5.0% 37.5 % 17.5 % 22.5 % 27.5 % 10.0% 50% 7.5% 42.5% 17.5 % 22.5% 37.5 % 7.5% 37.5 % Doing all 25.5% 12.5% homework Preparing new lesson before 27.5% going school Showing limited participation, being 25.5% confused as trying to find out when to exercise Always listening to teachers, 30% classmates, and/or taking notes Observing in silence, seemingly accepting whatever is 27.5% discussed and saying nothing to response to teacher and peers Sometimes 80 APPENDIX 8: RESULT OF STUDENTS POST-QUESTIONAIRE (Apply for Group B) Is the teaching grammar communicatively method easy to exercise? Easy Not very easy Difficult 70.0% 20.0% 10.0% Is the teaching grammar communicatively method suitable in comparison with your level? Suitable Rather suitable Unsuitable 75.0% 20.0% 5.0% Does the teaching grammar communicatively method make you feel motivated to learn language focus? Yes, greatly Yes, a little No, not at all 62.5% 25.0% 12.5% Do you get fun when joining grammar communicative activities? Yes Yes, No, , not at som alw etim all ays es 72 22.5 5% 5% % In your opinion, how does teaching grammar communicatively method improve your language focus? Very effective 50% Quite effective 30% 81 Not effective at all 20% ... teach grammar communicatively for grade 10 students at Thanh Ba high school- Phu Tho province" Hopefully, it will make a small contribution to the teaching and learning grammar at the high school. .. Hypothesis If the study "How to teach grammar communicatively for grade 10 students at Thanh Ba high school- Phu Tho" was successfully, this would help students in class 10A improve their level... techniques and activities used in grammar teaching for 40 students at grade 10A and 40 students at grade 10B, Thanh Ba high school Design of the study Part A: INTRODUCTION 1.1 Rationale 1.2 Research purpose