Chi lang high school 10th graders perceptions of the importance of grammar in english learning and their difficulties in english grammar

iii ABSTRACT This study was aimed to investigate Chi Lang High School 10th graders’ perceptions of the importance of grammar in English learning and find out their difficulties in learning English grammar so as to give some recommendations for English grammar teaching at the named school The data for the study were collected through a survey questionnaire for 125 grade 10 students and a structured interview with 10 students voluntarily chosen from the respondents of the questionnaire The data were first analyzed both quantitatively and qualitatively and then discussed to find out answers to the research questions The study revealed that the students had positive perceptions of the importance of grammar in English learning Besides, it indicated some difficulties encountered by the students in learning English grammar Moreover, it also found out that the students preferred a combination of inductive and deductive (or implicit and explicit) grammar teaching with some additional communicative activities These findings were the basis for the researcher to give some recommendations for teaching English grammar to the 10th graders at Chi Lang High School with the hope that they will be of some help to improve English grammar teaching in Chi Lang High School in particular as well as that at other high schools nationwide iv TABLE OF CONTENTS DECLARATION …………………………………………………………………… …….i ACKNOWLEDGEMENTS …………………………………………………….………….ii ABSTRACT ……………………………………………………………………………….iii TABLE OF CONTENTS ………………………………………………………………….iv LIST OF TABLES AND ABBREVIATIONS………………………………………… vii PART A: INTRODUCTION…………………………………………………………… 1 Rationale ………… ………………………………………………………………1 Objectives of the study…………………………………… …………………… Research questions………………………………………………………………….2 Research methods ….…………………………………………………….……… Scope of the study………………………………………………………………… Significance of the study……………………………………………………………3 Design of the study………………………………………………………………….3 PART B: DEVELOPMENT ………………………………………………….………….5 CHAPTER 1: LITERATURE REVIEW …………………………………… ……… 1.1 Definitions of grammar …………………………………………….… ………… 1.2 The place of grammar in foreign language teaching …………… ……………… 1.2.1 For-grammar perspectives …………………………………………….… 1.2.2 Against-grammar perspectives …………………………………………… 1.3 Some approaches to grammar teaching ………………… ……………………….8 1.3.1 Implicit and explicit approaches to grammar teaching ………………… 1.3.2 Deductive and inductive approaches to grammar teaching …………… 10 1.3.2.1 The deductive approach …………………………………………….10 v 1.3.2.2 The inductive approach ……………………………………………11 1.4 Some research on learner perceptions of grammar teaching …………………….13 1.5 Learner variables ………………… 14 1.6 Concluding remarks …………………………………………………… ……….15 CHAPTER 2: THE STUDY …………………………………….………………………16 2.1 Setting of the study ………………………………………………….……………16 2.2 Methodology…………………………………… ……………………………….17 2.2.1 Research questions……………………………………… ……………….17 2.2.2 Subjects of the study ………………………………………………………17 2.2.3 Data collection instruments…………………………………….………… 18 2.2.3.1 The questionnaire…………………………………………… 18 2.2.3.2 The interview ………………………………………………………19 2.2.4 Data collection procedures………………………………………………….19 2.2.5 Data analysis procedures……………………………………………………20 2.3 Concluding remarks …………………………………………………………… 20 CHAPTER 3: DATA, DATA ANALYSIS AND DISCUSSION …………………… 21 3.1 Data of and findings from the questionnaire ………… …………………………21 3.1.1 Students’ perceptions of the necessity of learning English …………………21 3.1.2 Students’ purposes for learning English …………………………………….22 3.1.3 Students’ perceptions of the importance of grammar in English learning .23 3.1.4 The ways a grammatical point is usually taught ……………… 24 3.1.5 Students’ level of understanding of the teachers’ grammar instruction ……………………………………………………………………25 3.1.6 Students’ evaluation of the teachers’ presentations of grammar ……………26 3.1.7 Students’ evaluation of grammar parts in the new standard textbook - Tieng Anh 10 ……………………………………………… 27 vi 3.1.8 Students’ difficulties in learning grammar ………………………… 27 3.1.9 Students’ evaluation of the most effective way of learning grammar ………………………………………………………………… 29 3.1.10 Students’ preferred styles of grammar teaching ………………………… 30 3.2 Data of and findings from the interview ……………………………………………31 3.3 Discussion of the findings ………………………………………………………….33 3.4 Summary of the main findings……………………………………………… 35 PART C: CONCLUSION …………………………………………… ………………….36 Conclusions … …………….………………………………………………….… .36 Recommendations for teaching English grammar to the 10th graders at Chi Lang High School 37 Limitations of the study ………………………………………………………………39 Suggestions for further study ………………………………………………… …….40 REFERENCES ……………………………………………………… ……………… 41 APPENDICES……………………………………………………………………………….I Appendix 1: Survey questionnaire ……… ………………………………………………I Appendix 2: Interview questions …………………………………………………….… V Appendix 3: Interview transcripts ………………….………………………………… V Appendix 4: Some communicative activities …………………………………… VII Appendix 5: Some examples of using games, pictures, and songs to introduce grammatical points……………………………………………XI vii LIST OF TABLES AND ABBREVIATIONS I LIST OF TABLES - Table 1: Students’ perceptions of the necessity of learning English - Table 2: Students’ purposes for learning English - Table3: Students’ perceptions of the importance of grammar in English learning - Table 4: The ways a grammatical point is usually taught - Table 5: Students’ level of understanding of the teachers’ grammar instruction - Table 6: Students’ evaluation of the teachers’ presentations of grammar - Table 7: Students’ evaluation of grammar parts in the new standard textbook –Tieng Anh 10 - Table 8: Students’ difficulties in learning grammar - Table 9: Students’ evaluation of the most effective way of learning grammar - Table10: Students’ preferred styles of grammar teaching II ABBREVIATIONS - EFL: English as Foreign Language - ESL: English as Second Language - MOET: Ministry of Education and Training PART A: INTRODUCTION Rationale The value of grammar instruction has been argued by numerous people involved in the field of language teaching In fact, no other issue has so preoccupied theorists and practitioners as the grammar debate, and the history of language teaching is essentially the history of the claims and counterclaims for and against the teaching of grammar (Thornbury, 2004) In the early twentieth century, priority was given to grammar teaching with the argument that if one knew the grammatical rules of the language, he would be able to use it for communication However, this argument was called into question in the early 1970s for it was thought that in order to be considered a competent user of a language, one needed to know not only the rules of grammar, but also how the rules were used in real communication Therefore, grammar teaching became less prominent, and in some cases, was abandoned during this period In recent years, a growing concern about accuracy in learners’ language has resulted in a reassertion of the role of grammar in syllabus design and the content of lessons, and even in giving explicit attention to grammatical forms and rules (Ellis, 1993c quoted in Hedge, 2000) It is clear from this brief history of language teaching that grammar teaching has had such a crucial role in language instruction that it can not be neglected Foreign language teaching in Vietnam, particularly English language teaching, has long been considered to be grammar-focused It can be inferred from this that grammar teaching has always been central to foreign language teaching In fact, teachers of English at Chi Lang High School always pay much more attention to teach grammar than language skills and other language knowledge This is mainly due to the school final examination, which is mainly grammar-based with their students’ pass rate as an indicator of the teachers’ success And for many of the students here, learning English is synonymous with learning its grammar Therefore, when learning English, they chiefly focus on grasping its grammar However, they have not been much successful in mastering it for, in reality, they often speak and write ungrammatically, and mistake grammar structures, especially when they English written tests and exams which contain different grammar structures Obviously, these students value grammar learning and spend much time on it, but they have difficulty distinguishing and memorizing grammar structures Moreover, up to now, there has not been any research on this problem at Chi Lang High School All of these reasons inspired me to conduct the survey research entitled “Chi Lang High School 10th graders’ perceptions of the importance of grammar in English learning and their difficulties in learning English grammar.” Objectives of the study With the above-mentioned rationale, the objectives of the study are:  To investigate Chi Lang High School 10th graders’ perceptions of the importance of grammar in English learning;  To find out Chi Lang High School 10th graders’ difficulties in learning English grammar;  To give some recommendations for teaching English grammar to the 10th graders at Chi Lang High School Research questions To achieve the objectives of the study, the following research questions were proposed: What are Chi Lang High School 10th graders’ perceptions of the importance of grammar in English learning? What are Chi Lang High School 10th graders’ difficulties in learning English grammar? What are Chi Lang High School 10th graders’ preferred styles of teaching English grammar? Research methods This is a survey research which utilized both quantitative and qualitative methods And two sources of data were used to achieve the objectives of the study and answer the research questions:  Investigating students’ perceptions of the importance of grammar in English learning, finding out their difficulties in learning English grammar as well as their preferred styles of teaching English grammar through a questionnaire The questionnaire included both closed and open-ended questions to ensure deep data The data from the questionnaire were analyzed both quantitatively and qualitatively  Interviewing 10 students to get more in-depth information for the study as well as get their suggestions for grammar teaching lessons at school The interview was a structured one Scope of the study The study is only aimed at investigating Chi Lang High School 10th graders’ perceptions of the importance of grammar in English learning, finding out their difficulties in learning English grammar, and giving some recommendations for teaching English grammar to the 10th graders at Chi Lang High School Therefore, their perceptions of the importance of language skills and other language knowledge as well as their difficulties in learning them will be beyond the scope of this study And the findings of the study are not intended to be generalized to other high school graders in Vietnam Significance of the study It is hoped that the results of the study will help the teachers of English in Chi Lang High School clearly understand the 10th graders’ perceptions of the importance of grammar in English learning, their difficulties in learning English grammar, and their preferred styles of teaching English grammar And the recommendations for English grammar teaching will be beneficial to the teachers here in particular as well as those who concern English grammar teaching at high schools nationwide Design of the study The study includes three parts: the Introduction, the Development and the Conclusion Part A: Introduction - deals with the rationale, objectives, research questions, methodology, scope, significance and design of the study Part B: Development – consists of three chapters Chapter 1: Literature review – provides some theoretical background about grammar, grammar teaching, learner perceptions of teaching grammar, and learner variables Chapter 2: The study – presents the setting of the study, research questions, subjects of the study, data collection instruments, data collection procedures and data analysis procedures Chapter 3: Data, Data Analysis and Discussion – shows data of and major findings from the questionnaire and interview, and discussion of the findings Part C: Conclusion - presents conclusions, recommendations for teaching English grammar to the 10th graders at Chi Lang High School, limitations of the study, and suggestions for further study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Throughout the history of foreign language teaching, grammar and grammar teaching have always been of a big concern among educational researchers, linguists, methodologists and language teachers Different definitions of grammar, views of and approaches to grammar teaching have been proposed This chapter deals with some definitions of grammar, the place of grammar in foreign language teaching, some approaches to grammar teaching, some research on learner perceptions of grammar teaching, and learner variables 1.1 Definitions of grammar As cited in Harmer (1987), The Longman Dictionary of Contemporary English defines grammar as “the study and practice of the rules by which words change their forms and are combined into sentences” Accordingly, the rules of grammar, and the study and practice of the rules are two basic elements in this definition; and the rules of grammar are about how words change and how they are put together into sentences Celce-Murcia and Hilles (1988) have the same opinion of grammar: “we can think of language as a type of rule-governed behavior Grammar, then, is a subset of those rules which govern the configurations that the morphology and syntax of a language assume” It can be drawn from the two definitions above that grammar just refers to rules to combine words to make sentences But a question needs answering is that what these sentences are used for? According to Bastone (1994), grammar is divided into product (the component parts or rules that makes up the language) and process (the ways in which grammar is deployed from moment to moment in communication) Clearly, Bastone’s view of grammar not only concerns rules but also rules of use I APPENDICES APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU Các câu hỏi nhằm phục vụ đề tài nghiên cứu nhận thức học sinh lớp 10 trường THPT Chi Lăng tầm quan trọng ngữ pháp khó khăn họ việc học ngữ pháp tiếng Anh Câu trả lời em quan trọng đề tài nghiên cứu Xin cám ơn em Em trả lời câu hỏi sau: Theo em, học tiếng Anh có cần thiết khơng? Hãy đánh dấu () vào ô trống A) Rất cần thiết B) Cần thiết C) Không cần thiết Em nói lí sao? Lí em học tiếng Anh gì? Hãy đánh dấu () vào trống A) Để thi tốt nghiệp D) Để thi đại học B) Để giải trí F) Để mở rộng kiến thức C) Để có hội tìm việc làm tốt E) Để giao tiếp với người nước ngồi Lí khác: Em nhận định tầm quan trọng ngữ pháp việc học tiếng Anh? Hãy đánh dấu () vào ô trống A) Rất quan trọng B) Quan trọng C) Khơng quan trọng II Vì sao? Thầy (cô) trường em thường dạy tượng ngữ pháp nào? Hãy đánh dấu () vào trống thích hợp A) Thầy (cô) cung cấp quy tắc ngữ pháp yêu cầu học sinh áp dụng vào làm tập sách giáo khoa B) Thầy (cô) đưa số ví dụ hướng dẫn học sinh phân tích, yêu cầu học sinh tự rút quy tắc ngữ pháp, sau áp dụng vào làm tập sách giáo khoa C) Thầy (cô) đưa số ví dụ hướng dẫn học sinh phân tích, yêu cầu học sinh rút quy tắc ngữ pháp, sau thầy (cơ) khẳng định quy tắc đúng, cuối cho học sinh thực hành làm tập thầy (cô) biên soạn sách giáo khoa D) Thầy (cơ) đưa số ví dụ có sử dụng tượng ngữ pháp, nêu chức chúng không giảng giải quy tắc, yêu cầu học sinh sử dụng cấu trúc để trao đổi nội dung với bạn tiếng Anh, qua học sinh tự rút quy tắc E) Thầy (cô) dạy tượng ngữ pháp lồng ghép vào việc dạy kĩ nghe, nói, đọc, viết Cách khác (nếu có) III Em hiểu tượng ngữ pháp mức độ thầy (cô) giảng dạy theo cách nêu câu hỏi (Câu 4)? Hãy đánh dấu () vào cột thích hợp Mức độ hiểu Cách dạy Rất cao Cao Thấp Rất thấp A B C D E Cách khác Em cảm nhận học ngữ pháp lớp? A) Rất thú vị B) Thú vị C) Khá thú vị D) Buồn tẻ E) Khá buồn tẻ F) Rất buồn tẻ Vì sao? Em đánh học ngữ pháp sách giáo khoa Tiếng Anh 10chương trình chuẩn? Hãy đánh dấu () vào thích hợp A) Rất dễ B) Dễ C) Bình thường D) Khó E) Rất khó Điều điều sau (a-e) gây cho em khó khăn học ngữ pháp tiếng Anh? Hãy đánh dấu () vào thích hợp (em chọn nhiều điều) A) Học nhiều tượng ngữ pháp tiết học B) Thiếu giảng giải quy tắc ngữ pháp trực tiếp, rõ ràng thầy (cô) C) Thiếu trang thiết bị dạy học D) Thiếu thời gian lớp để làm tập ngữ pháp sách giáo khoa E) Có hội để vận dụng tượng ngữ pháp học vào giao tiếp Điều khác: IV Theo em, cách học ngữ pháp sau có hiệu nhất? Vì sao? Hãy đánh dấu () vào cách thích hợp giải thích A) Nghe thầy (cơ) giảng giải quy tắc ngữ pháp làm tập sách giáo khoa sau tự đặt câu B) Đọc hội thoại khố có sử dụng tượng ngữ pháp tự rút quy tắc sau làm tập sách giáo khoa C) Nghe thầy (cô) giảng giải chức tượng ngữ pháp áp dụng vào giao tiếp D) Nghe thầy (cơ) phân tích số ví dụ, tự rút quy tắc ngữ pháp, nghe thầy (cô) giảng giải quy tắc áp dụng làm tập sách giáo khoa giao tiếp E) Học thuộc quy tắc ngữ pháp áp dụng vào dịch số câu từ tiếng Việt sang tiếng Anh ngược lại Cách khác (nếu có): Vì: 10 Em thích thầy (cơ) dạy ngữ pháp theo cách số cách nêu câu hỏi (hoặc cách khác)? Vì sao? Hết V APPENDIX 2: CÂU HỎI PHỎNG VẤN Em có dành nhiều thời gian học ngữ pháp khơng? Vì sao? Em có đề xuất cho dạy ngữ pháp lớp? APPENDIX 3: INTERVIEW TRANSCRIPTS I: Interviewer S: Student I: Em có dành nhiều thời gian học ngữ pháp khơng? Vì sao? S1: Có Vì kiểm tra thường liên quan nhiều đến ngữ pháp Nếu em muốn điểm cao phải dành nhiều thời gian học kĩ ngữ pháp S2: Có Vì lượng kiến thức ngữ pháp nhiều nên em phải dành nhiều thời gian để học S3: Có Vì em thấy ngữ pháp tiếng Anh khó, để hiểu phải tốn nhiều thời gian S4: Có Vì giáo em thường kiểm tra ngữ pháp chủ yếu Để trả lời tốt em phải dành nhiều thời gian học ngữ pháp S5: Có Vì giáo em hay cho thêm tập ngữ pháp để làm nhà S6: Có Vì dành nhiều thời gian học tốt ngữ pháp giúp em tự tin diễn đạt nói viết S7: Có Vì em thấy đề thi tốt nghiệp có nhiều câu hỏi ngữ pháp Do em dành nhiều thời gian cho việc học ngữ pháp để làm tốt thi S8: Có Vì dành nhiều thời gian học tốt ngữ pháp giúp em nói viết tiếng Anh xác VI S9: Em thường dành nhiều thời gian học từ vụng học ngữ pháp Vì em nghĩ hiểu từ vựng giúp em học ngữ pháp nhanh dễ dàng S10: Không, em thường dành nhiều thời gian cho việc học từ vựng Em nghĩ từ vựng cấu thành nên cấu trúc ngữ pháp Nếu em không hiểu từ vựng, em hiểu cấu trúc ngữ pháp I: Em có đề xuất cho dạy ngữ pháp lớp? S1: Em muốn cô giáo dạy ngữ pháp theo nhiều cách khác tiết học ngữ pháp đỡ buồn chán S2: Em muốn cô giáo cho chúng em hội tự rút quy tắc, đặc biệt quy tắc đơn giản S3: Nếu giáo sử dụng trị chơi dạy ngữ pháp, chúng em hứng thú học S4: Cô giáo nên thiết kế số hoạt động giao tiếp để chúng em vận dụng kiến thức ngữ pháp vào giao tiếp S5: Cô giáo nên dạy ngữ pháp qua hát Như việc dạy học ngữ pháp nhẹ nhàng hơn, thư giãn S6: Em nghĩ cô giáo nên dạy ngữ pháp qua truyện ngắn Học chúng em nhớ lâu S7: Chúng em nhớ lâu tạo hội để sử dụng kiến thức ngữ pháp vào giao tiếp với bạn S8: Cơ giáo nên giải thích lại quy tắc ngữ pháp sau chúng em rút từ ví dụ để chúng em hiểu rõ S9: Em nghĩ chúng em tiếp thu kiến thức ngữ pháp nhanh hơn cô giáo dùng tranh ảnh để dạy ngữ pháp S10: Giờ học ngữ pháp hiệu kết hợp trị chơi hát vào dạy luyện tập ngữ pháp VII APPENDIX 4: SOME COMMUNICATIVE ACTIVITIES Interview grids: In this activity, students work in small groups or walk around and mingle, asking and answering questions They take notes on their classmates’ answers in a chart In the following example, students use because and because of to talk about their lives in the United States To conclude the activity, the teacher can replicate the chart on the board and fill it in based on students’ reporting on those they interviewed Students may also be asked to use the information in the chart to write sentences or paragraphs about their classmates Conversation cards: In this activity, students ask and answer each other’s questions, then exchange cards and move on to talk to a different student In the guided version, all students ask the same question; they answer based on cues written on the cards In the communicative version, the cards contain cues to the questions and the answers come from the students For example, these conversation cards can be used to practice the present perfect tense: VIII As a follow-up, students can make sentences about someone they interviewed (e.g., Asha hasn’t tried fried chicken yet José hasn’t begun to read a book in English yet Esperanza has already done the laundry this week.) Opinion sharing: One of the simplest yet most enjoyable communicative activities involves students sitting in pairs or small groups and comparing values, opinions, or beliefs Such discussions often have the added benefit of helping to develop skills other than grammar, such as turn-taking, agreeing or disagreeing, and of course negotiating meaning if a misunderstanding occurs In the following example, students practice using superlative adjectives: To bring closure to this activity, the teacher might have each small group share its answers We can also record students’ answers in a grid on the board, and then ask the class to draw conclusions regarding the information (e.g., “What you think is the biggest clothing store in our community?”) As with other communicative activities, we can also ask students to follow the speaking activity with writing IX Problem solving: Students are presented with a problem or set of problems, either orally or in writing They discuss the problem(s), identifying issues and suggesting possible solutions To conclude the activity, students share their suggestions, and the teacher writes them on the board The class can then vote on the best solution In this example, students discuss people’s money problems using the modals could (for suggestions) and should (for advice) Role play: Students are given information that places them in an imaginary situation They then act out the situation in pairs or groups The following role play provides practice with the past tense X There are many ways to follow up on a role play One option is to have volunteers repeat their role play for the class Another is to have students write a paragraph about the incident in the role play In addition to providing practice with grammar, role plays give students an opportunity to practice communicating in new social contexts and in different registers (e.g., to colleagues such as classmates, fellow tenants, or coworkers versus to “superiors” such as teachers, landlords, or employers) XI APPENDIX 5: SOME EXAMPLES OF USING GAMES, PICTURES, AND SONGS TO INTRODUCE GRAMMAR POINTS  A game to introduce Simple Present Tense: Match and Catch the Riddle (By Aydan Ersöz from The Internet TESL Journal, Vol VI, No 6, June 2000, available at http://iteslj.org/) Some Suggested Riddles QUESTIONS What animal eats and drinks with its tail? Why mother kangaroos hate rainy days? Do you know the story about the skunk? ANSWERS All No animal takes off its tail when eating or drinking Because then the children have to play inside Never mind, it stinks What does an envelope say when you lick it? Nothing It just shuts up Why cows wear bells? Because their horns don't work - Aim: to introduce Simple Present Tense - Instruction: + Divide the class into two groups: The QUESTION group and the ANSWER group + Give the questions to the first group and the answers to the other group + Each student in the first group is supposed to read the question he has aloud and whoever has the answer in the other group reads the answer aloud + If the question and the answer match, put the students in pairs If they don't, continue till the right answer is found + Ask the students to work in pairs and draw the rule from the questions and answers + Affirm the correct rule and explain it again XII  Pictures to introduce The Comparative and Superlative of Adjectives John's car cost £15,000 Jane's car cost £25,000 Bill's car cost £55,000 - Aims: to introduce The Comparative and Superlative of Adjectives using pictures - Procedure: Step 1: + The teacher shows a picture of three cars + The teacher asks the students what they can see in the picture to generate necessary vocabulary (John's car, Jane's car, Bill's car, cheap, expensive…) Step 2: + The teacher provides some words such as, cheaper, cheapest, more expensive, most expensive and some sentences with blanks as follows: John's car is _ than Jane's car Jane's car is _than John's car Jane's car is _than Bill's car John's car is the _ car Bill's car is the _ car + The teacher asks the students to work in pairs and fill in the blank in each sentence with a suitable word given + The teacher checks the students’ answers and asks them to elicit the rules + The teacher comments on the rules and explains them again XIII  A song to introduce The Past Progressive: Surprise Party When I reached my house at seven, Max was playing the guitar Jane was sitting on the table eating pickles from a jar Max was sitting at the piano playing sonatas for Louise, and my parrot Paul was singing all the tunes and melodies Bob was sleeping under the table; he couldn’t stay awake And my dog was in the kitchen eating up the birthday cake (From Uwe Kind’s Tune into English, New York: Regent 1980 quoted in Celce-Murcia & Hilles, 1988) - Aim: to introduce The Past Progressive Procedure: Step 1: + The teacher introduces the song: “The song is about a birthday party given to a boy named Larry by his friends…” + The teacher shows the words of the song on board XIV Step 2: + The teacher plays the song once or twice Step 3: + The teacher asks the students some questions For example: “What was Max/Jane/Mark/Bob/his parrot/his dog doing when Larry reached his house at seven?” + The teacher calls some students to answer and highlights the answers Step 4: + The teacher asks the students to elicit the rule Step 5: + The teacher corrects the rule and explains it again Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... English in Chi Lang High School clearly understand the 10th graders? ?? perceptions of the importance of grammar in English learning, their difficulties in learning English grammar, and their preferred... aims at investigating Chi Lang High School 10th graders? ?? perceptions of the importance of grammar in English learning, finding out their difficulties in learning English grammar, and giving some... of grammar in English learning, finding out their difficulties in learning English grammar, and giving some recommendations for teaching English grammar to the 10th graders at Chi Lang High School