An ethnographic study of the role of grammar in teaching and learning writing

VIETNAM NATIONAL UNVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES AN ETHNOGRAPHIC STUDY OF THE ROLE OF GRAMMAR IN TEACHING AND LEARNING WRITING A thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts (TESOL) Submitted by HANH THI LE Supervisor Dr TUNG THANH NGUYEN Ho Chi Minh City, January 2011 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: AN ETHNOGRAPHIC STUDY OF THE ROLE OF GRAMMAR IN TEACHING AND LEARNING WRITING in terms of the statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee The thesis has not previously been submitted for a degree Ho Chi Minh City, January 2011 HANH THI LE ii RETENTION AND USE OF THE THESIS I hereby state that I, HANH THI LE, being the candidate for the degree of Master of TESOL, accept the requirements of the University of Social Sciences and Humanities relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan, or reproduction of theses Ho Chi Minh City, January 2011 HANH THI LE iii ACKNOWLEDGEMENTS Writing a thesis, an intensely lonely and challenging experience, can only be done with many people’s help and co-operation These people deserve a special mention First and foremost, the mention must go to Dr Tung Thanh Nguyen, my supervisor Luckily, I have known him and been accepted as one of his supervisees in this M.A programme I would like to express my deepest gratitude to him He was deeply patient to read my manuscript with extremely great care and devotion, gave me very thoughtful and insightful comments, and provided me with valuable support in the preparation and completion of this thesis I would not have finished it without his constantly enthusiastic guidance and constructively critical questions which helped me think through the problems Next, I wish to thank Dr Kieuthu Thi Nguyen, Dean of the Department of English Linguistics and Literature at Ho Chi Minh City University of Social Sciences and Humanities, who has created favourable conditions for the fulfilment of this thesis In addition, I am greatly grateful to all the lecturers who have assisted me during the post-graduate course Then, my thanks must go to the director of HUFLIT Centre of Foreign Languages, who let me observe B-level classes It was in these classes that I got a lot of data which partly contributed to the success of this study It was impossible not to refer to the four teachers and the 120 students who gave me their work and were responsive to my questionnaires and interviews enthusiastically Besides, I did not forget to send my thanks to Ms Huonggiang Nguyen Le, one of my classmates of TESOL 06, who gave me many valuable ideas Last but not least, I would like to dedicate this thesis to my mother, Mrs Dao Thi Le, and my cousin, Ms Mylinh Thi Pham, who are the most important in my life As always, they have been wholeheartedly supportive and taken care of everything so that I could devote all my time to finish my study I am greatly indebted to them iv ABSTRACT This thesis studied the role of grammar in teaching and learning writing Specifically, it tried to reveal teachers’ and students’ behaviours and attitudes toward it Theoretically, the study took grammar not only as an autonomous system but also as a social phenomenon into full account As such, it was operationally examined at both the levels – sentential and suprasentential – in language pedagogy The study involved 120 students and four teachers of four B-level classes at the Foreign Language Centre of Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) Collected from a three-week teaching programme on April 4th–24th, 2009, data were of three types: observation, questionnaire, and interview The last type of a writing test was taken on June 20th, 2009 With regard to the analysis, the classroom observation data and writing test scores were analysed according to Chi-square and t-test respectively The questionnaire data were converted into mean values for central tendencies while the interview data were expressed in the form of text The findings indicated that there was consistency in the way both teachers and students felt, thought, and behaved with respect to the role of grammar in a writing lesson Generally speaking, instead of focusing on writing skill, they only paid their attention to grammar especially at the sentential level although they were well aware of the importance of grammar at the suprasentential level as witnessed in the test results In the light of the findings some suggestions for educational practice and further research were offered to help improve the quality of teaching and learning writing v TABLE OF CONTENTS Page Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents…………………………………………………………………… v List of abbreviations………………………………………………………………… xi List of tables, figures, and charts…………………………………………………… xii CHAPTER 1: THE CONTEXT OF TEACHING AND LEARNING GRAMMAR IN WRITING 1.1 Context of the study 1.2 Aim of the study 1.3 Research questions of the study 1.4 Significance of the study 1.5 Organisation of the study CHAPTER 2: GRAMMAR IN WRITING-BASED LESSONS: A CONCEPTUAL FRAMEWORK 2.1 Introduction 2.2 Nature of the language study 2.2.1 Language as an autonomous system 2.2.1.1 Language in general 2.2.1.2 Grammar in particular vi 2.2.2 Language as a social phenomenon 2.2.2.1 Language in general 2.2.2.2 Grammar in particular 2.3 Grammar in language pedagogy 12 2.3.1 Grammar at the sentential level: Form 12 2.3.1.1 Grammar-translation method 12 2.3.1.2 Direct method 14 2.3.1.3 Audio-lingual method 15 2.3.2 Grammar at the suprasentential level: Function 16 Communicative language teaching 16 2.3.3 Summary of the methods of teaching grammar 19 2.4 Implications for grammar teaching and learning 20 2.4.1 Developing students’ comprehension about grammar in writing 20 2.4.1.1 At the sentential level: Focus on accuracy 20 Types of grammatical practices of accuracy 21 2.4.1.2 At the suprasentential level: Focus on fluency (text) 21 Types of grammatical practices of fluency 22 2.4.2 Developing students’ communication about grammar in writing 22 2.4.2.1 Communicative purpose 22 2.4.2.2 Communicative context-writer 22 2.4.2.3 Communicative context-reader 22 2.5 Summary 23 vii CHAPTER 3: DESIGN AND METHOD OF INVESTIGATION 24 3.1 Introduction 24 3.2 Research design 24 3.2.1 Overall approach: Ethnography 24 3.2.2 Methodology 26 3.2.2.1 Research site 26 3.2.2.2 Participants of the study 27 3.2.2.2.1 Students 27 3.2.2.2.2 Teachers 29 3.2.2.3 Data types and methods of data collection 29 3.2.2.3.1 Observation 29 3.2.2.3.2 Questionnaire 32 3.2.2.3.3 Student interview 33 3.2.2.3.4 Students’ writing test 34 3.2.2.3.5 Summary 34 3.2.2.4 Analytical framework 35 3.2.2.4.1 Classroom observation data 35 3.2.2.4.2 Writing test data 37 3.2.2.4.3 Questionnaire data 38 3.2.2.4.4 Interview data 39 3.3 Summary 39 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 40 4.1 Introduction 40 viii 4.2 Data analysis 40 4.2.1 Classroom observation data 40 4.2.1.1 Teacher-work oriented 41 4.2.1.1.1 Class B3 teacher 41 4.2.1.1.2 Class B4 teacher 48 4.2.1.1.3 Comparison of the teaching style in classes B3 and B4 54 4.2.1.1.4 Summary 56 4.2.1.2 Student-work oriented 57 4.2.1.2.1 Class B1 teacher 57 4.2.1.2.2 Class B2 teacher 63 4.2.1.2.3 Comparison of the teaching style in classes B1 and B2 69 4.2.1.2.4 Summary 72 4.2.1.3 Comparison of the teaching style in classes B3 and B4 to that in classes B1 and B2……………………………………………………………… 72 4.2.1.4 Summary 73 4.2.2 Results of the writing test 75 4.2.2.1 Mark distribution 75 4.2.2.2 Score means 75 4.2.2.3 t-test 76 4.2.3 Questionnaire data 77 4.2.3.1 Student questionnaire data 77 4.2.3.1.1 Importance of grammar beside other factors for the quality of writing 77 ix 4.2.3.1.2 Trouble in learning grammar at the sentential level 78 4.2.3.1.3 Trouble in learning grammar at the suprasentential level 79 4.2.3.1.4 Benefits from the ways to correct the grammatical mistakes 79 4.2.3.2 Teacher questionnaire data 80 4.2.3.2.1 Importance of grammar beside other factors for the quality of writing ……………………………………………………………….80 4.2.3.2.2 Trouble in teaching grammar at the sentential level 81 4.2.3.2.3 Trouble in teaching grammar at the suprasentential level 82 4.2.3.2.4 Benefits from the ways to correct the grammatical mistakes 83 4.2.3.3 Summary 84 4.2.4 Student interview data 84 4.2.4.1 Importance of grammar beside other factors for the quality of writing 84 4.2.4.2 Benefits from the ways to correct the grammatical mistakes 84 4.2.5 Summary 84 4.3 Discussion of findings 85 4.3.1 General findings 85 4.3.2 Specific findings 86 4.3.2.1 Behaviours 86 4.3.2.1.1 Writing 86 4.3.2.1.2 Teaching 87 4.3.2.1.3 Results 87 4.3.2.2 Attitudes 88 113 APPENDIX DISTRIBUTION OF FREQUENCIES OF MARKS OF GROUP Frequency Percent Valid Percent Cumulative Percent 3.3 4.3 4.3 3.5 5.0 6.5 10.9 10 16.7 21.7 32.6 4.5 11 18.3 23.9 56.5 5.0 6.5 63.0 5.5 5.0 6.5 69.6 3.3 4.3 73.9 6.5 5.0 6.5 80.4 10.0 13.0 93.5 7.5 5.0 6.5 100.0 Total 46 76.7 100.0 System 14 23.3 60 100.0 Valid Missing Total 114 APPENDIX CRITICAL VALUES OF t Source: Adapted from Fisher and Yates, 1963 (as cited in Brown, 2001, p 153) 115 APPENDIX A SUMMARY OF THE QUESTIONNAIRE DATA Student questionnaire data 1.1 Students’ responses to the importance of grammar Responses Very Important important A little Not Mean important important Factors Vocabulary 34 66 0 1.66 Grammar 69 31 0 1.31 Spelling 35 55 10 1.75 Punctuation 15 50 35 2.20 2.50 1.2 Students’ responses to trouble in learning sentential level grammar Responses Strongly agree Agree Not sure Strongly disagree Disagree Mean 3.00 Tense 19 45 20 10 2.39 Agreement (subject-verb) 62 18 10 2.44 Modal verb 20 30 38 3.12 (3.1%) (21%) (31%) (39%) (5.9%) 20 38 20 18 2.48 Position 25 36 26 3.07 Clause 10 60 12 11 2.39 (10.5%) (61.2%) (12.2%) (11.3%) (5.1%) Comparison 26 48 16 2.14 Pattern 20 36 26 14 2.46 Grammar Verb Verbal pattern Adjective Others 116 Article 17 44 20 12 (17.3%) (44.8%) (20,4%) (12.2%) (5.3%) 16 46 14 15 (16.8 %) (48.4%) (14.7%) (15.7%) (4.4%) 25 45 17 2.23 Conjunction 12 40 25 10 3.17 (and, but, or) (8.4%) (12.6%) (42.1%) (26.3%) (10.6%) Adverb clause Reflexive/ Reciprocal 2.42 2.42 pronoun 1.3 Students’ responses to trouble in learning suprasentential level grammar Strongly agree Agree Not sure Disagree Strongly disagree Mean 3.00 Reference 19 38 19 18 2.54 Substitution 26 44 15 10 2.18 (26.5%) (44.8%) (15.3%) (10.2%) (3.2%) 20 50 10 12 (20.6%) (51.5%) (10.3%) (12.3%) (5.3%) Lexical cohesion 15 50 14 15 2.47 Coherence 50 38 12 1.74 Idea organisation 15 55 25 2.50 Responses Factors Cohesion Conjunctive element 2.29 1.4 Benefits from the ways to be corrected the grammatical mistakes Benefits The first way The second way Understanding the grammatical points 78 22 Applying the grammatical points to writing 16 84 Teacher questionnaire data 2.1 Teachers’ responses to the importance of grammar 117 Responses Very Important important A little Not Mean important important Factors 2.50 Vocabulary 0 1.75 Grammar 0 Spelling 2.25 Punctuation 0 1.75 2.2 Teachers’ responses to trouble in teaching sentential level grammar Responses Strongly agree Agree Not sure Strongly disagree Disagree Mean 3.00 Tense 2.25 Agreement (subject-verb) 2.25 Modal verb 2.25 Verbal pattern 0 1.25 Position 0 1.25 Clause 0 1.75 Comparison 0 1.75 Pattern 2.25 Article 0 1.25 Adverb clause 0 1.25 Reflexive/ Reciprocal pronoun 0 1.25 Conjunction (and, but, or) 2.25 Grammar Verb Adjective Others 2.3 Teachers’ responses to trouble in teaching suprasentential level grammar 118 Strongly agree Agree Not sure Disagree Strongly disagree Mean 3.00 Reference 1 Substitution 0 1.75 Conjunctive element 0 Lexical cohesion 1 0 1.75 Coherence 0 0 Idea organisation 1` 0 1.75 Responses Factors Cohesion 2.4 Benefits from the ways to correct the grammatical mistakes Benefits The first way The second way Understanding the grammatical points Applying the grammatical points to writing 119 APPENDIX WRITING TEST LEVEL B (Time allotted: 80 minutes) SECTION I: SENTENCE COMPLETION (20 points) Directions: In this part, each problem consists of an incomplete sentence Below the sentence are four choices, mark (a), (b), (c), and (d) You should find the one choice which best completes the sentence Mark your choice on the answer sheet The speed of light is _the speed of sound (A) faster (B) much faster than (C) the fastest (D) as fast _ discussed by the board of directors when it was proposed again by the supervisors (A) The problem had already (B) The problem is already (C) The problem had already been (D) The problem has already Some fish can survive only in salt water, other species can live only in fresh water (A) since (B) unless (C) if (D) whereas _the need to finish this project soon, I want you to work on this overtime for the next few days (A) Because (B) Despite (C) Because of (D) Even though Jack insisted that he didn't need to any help, _ I helped him anyway (A) and (B) so (C) for (D) but Some English words have the same pronunciation _ they are spelled differently, for example, dear and deer (A) unless (B) since (C) even though (D) only if "How did you enjoy your dinner with Mr Jackson?" "It was boring He talked only about himself, almost put us to sleep." (A) which (B) that (C) who (D) that he Your career should focus on a field you are genuinely interested, (A) which (B) what (C) that (D) in which "Is littering against the law?" "Yes There's a law that says that you _ throw trash on the streets” (A) might not (B) must not (C) couldn’t (D) don’t have to 10 Could you tell me ? (A) what else could I (B) what else I could (C) could I what else(D) what could I else 11 The benefit the study is that it provides necessary information to anyone who needs it (A) of (B) which (C) that (D) because 12 In the United States _ approximately four million miles of roads, streets, and highways (A) there (B) is (C) they (D) there are 13 twelve million immigrants entered the Unites States via Ellis Island (A) More than (B) Of more than (C) The report of (D) There were more than 14 The television, _ so long been a part of our culture, has an enormous influence (A) has (B) it has (C) which (D) which has 15 The major cause _ the pull of the Moon on the Earth (A) the ocean tides are (B) of ocean tides is (C) of the tides in the ocean (D) the oceans' tides 120 16 The North Plate River _ from Wyoming into Nebraska (A) it flowed (B) flows (C) flowing (D) with flowing water 17 If ultraviolet radiation enters the Earth's atmosphere, generally blocked by the ozone concentrated in the atmosphere (A) it (B) it is (C) so it is (D) then it 18 At the end of the nineteenth century, Alfred Binet developed a test for measuring intelligence _ served as the basis of modern IQ tests (A) has (B) it has (C) and (D) which has 19 There are geographic, economic, and cultural reasons why _ around the world (A) diets differ (B) diets differ (C) are diets different (D) to differ a diet 20 Because bone loss occurs earlier in women than the effects of osteoporosis are more apparent in women (A) men (B) in men (C) as men (D) similar to men SECTION II: ERROR RECOGNITION (10 points) - L I ^ Directions: In each of the following sentences, four words or phrases have been underlined You should choose the word or phrase that would not be appropriate in standard written English Mark your choice on the answer sheet 21 When is a flag (A) (B) upside down, it is (C) an internationally (D) recognized symbol of distress 22 More than (A) half of the (B) children in the 1,356-member district qualifies (C) for reduced-price (D) or free lunches 23 Scientists at the medical center is trying (A) to determine (B) if there is (C) a relationship between saccharine and cancer (D) 24 Florida has become (A) the twenty-seventh (B) state (C) in the (D) United States on March 3, 1845 25 After last week's (A) meeting, the advertising department quickly realized (B) that the product will (C) need (D) a new slogan 26.Before he died, Limus Pauling had (A) wins (B) two Nobel Prizes (C): the 1954 Nobel Prize in Chemistry (D) and the 1962 Nobel Peace Prize 27 In English these questions have be (A) formed (B) by changing (C) the word order of a statement, whereas in some languages the word order remains (Dl the same 28 An (A) human ear (B) responds to a wide range (C) of frequencies (D) 29 A bankruptcy (A) may be (B) either voluntary (C) nor (D) involuntary 30 The central (A) banking (B) system of the United States consists (B) of twelve banks district (D) SECTION III: TEXT COMPLETION/ READING COMPREHENSION Part A: TEXT COMPLETION (10 points) Directions: Read the text on the following page Below each of the sentences, four answer choices are given Select the most appropriate answer to complete the text Then mark the letter (A), (B), (C), or (D) on your answer sheet Questions 31 - 35 refer to the following fax FAX COVER SHEET Parameters Technology Company 4874 An sari Road New Delhi 110002 121 India Tel: 2616 5901 Fax: 616 5902 To: Marguerite Michelson From: Ambar Patel Date: September 22, 20_ Pages: (this - 2) Ref: Money due Message: I'm writing to inquire about money due We (31) _ about payment on your last order It was due in July Could you please explain the delay? I have left several phone messages over the past few weeks, but they have not been answered Your company (32) _ prompt in paying our bills, and we would like to continue to maintain a good relationship with you However, this is (33) long delay, and if we don't hear from you soon, we (34) _ to take action Please contact me by fax or phone as soon as possible with an explanation and the date when we will receive the overdue payment The details of your (35) _ including items and prices, are available on the following two pages 31 (A) is concerned 32 (A) has been always 33 (A) an unusually 34 (A) will have 35 (A) form (B) are concerned (B) always has been (B) an unusual (B) have had (B) credit (C) had concerned (C) always is (C) a usual (C) would have (C) order (D) have concerned (D) has always been (D) a usually (D) going to have (D) rebate Questions 36 - 40 refer to the following letter April 1, 20_ Richard Byron Acme Supply Company 324 Constitution Avenue Annandale, MD Dear Mr Byron, I am writing in (36) to your ad in last Sunday's newspaper about the position of office manger I have worked (37) an administrative assistant at several loca l companies for the past ten years I thoroughly understand the operations of an office and feel that my years of experience (38) _ me to work as an office manager I have taken several computer courses and am familiar with most current office technology In addition, I have good organization and people skills, and my employers have always considered me (39) a responsible and reliable worker I am closing my resume and two letters of reference I look forward (40) _ hearing from you Sincerely, Andrew Devon 36 (A) response 37 (A) in 38 (A) qualify 39 (A) for 40 (A) at (B) repose (B) at (B) qualifies (B) to be (B) of (C) resort (C) by (C) is qualifying (C) with (C) to (D) respite (D)as (D) has qualified (D) is (D) on 122 Part B: READING COMPREHENSION (15points) Questions 41-55 are based on a selection of reading materials, such as notices, letters, forms, newspapers and magazine articles, and advertisements You are to choose the one best answer (a), (b), (c), or (d) to each question Mark your choice on the answer sheet Questions 41 - 43 refer to the following advertisement TRAVELLER A multifunction watch displaying local time simultaneously in all twenty-four world time zones Self-winding, water-resistant in a combination of stainless steel and 18kt gold Five-year international limited warranty Intelligently priced Also available in all 18kt gold or all stainless steel A tradition of excellence in watches, fine jewelry, and unique gift ideas since 1928 Paris Jewelers 137 Saint Paul Street, Newport, ME 41 What is being sold? (A) A suitcase (B) A watch 42 How many time zones can be displayed? (A) Five (B) Twelve 43 How long is the warranty? (A) Eighteen months (B) Five years (C) A steel band (D) A gold ring (C) Eighteen (D) Twenty four (C) Eighteen years (D) Lifetime Questions 44 - 47 refer to the following article Businesspeople find that some jobs take them away from home for longer than a few days Those who find themselves at a new job site for weeks or months are often choosing to stay at apartment-hotels These residences offer small and full-sized apartments that can be rented short-term Apartments are fully furnished with everything from sofas to TV sets to dishes Best of all, they are run like hotels, with cleaning and linen services, gyms and restaurants, and a desk clerk to take messages and help tenants with questions about the city Apartment-hotels are often more cost-effective than standard hotels and more comfortable than hastily furnished apartments 44 Why are these residences called "apartment-hotels"? (A)They have characteristics of apartments and hotels (B) They look like hotels (C) They contain full-sized apartments (D) They have only short-term tenants 45 Who would be likely to use an apartment-hotel? (A) A businessman on an over night trip (B) An engineer on a ten-week project away from home (C) A family of tourists (D) A consultant in town for a convention 46 What is NOT mentioned as an advantage of apartment-hotels? (A) They are furnished (B) They have cleaning service (C) They are centrally located (D) They have a desk clerk on duty 47 How apartment-hotels compare with standard hotels? (A) The rooms are larger (B) They are not as comfortable (C) There are fewer services offered (D) They are less expensive for a long stay 123 Questions 48 - 50 refer to the following memo Memorandum To: All employees From: Dick Talbot, Director of Personnel Subject: Vacation leave All requests for vacation leave must be submitted at least four weeks before your vacation begins You will be contacted by the Personnel Office when your request is approved Approval takes two weeks 48 What is the main topic of the memo? (A) Termination policy (C) Requesting vacation time 49 When must employees submit their requests? (A) At the start of the year (C) Before two weeks are up 50 What takes two weeks? (A) Approval of request (C) Vacation time (B) Amount of vacation time (D) Contacting employees during vacations (B) Four weeks before vacations (D) Within two weeks (B) Submission of request (D)Boat cruises Question 51 refers to the following memo Our office will be closed on Friday, June We are sorry for any inconvenience We will reopen on Monday at 9:00 a.m 51 What is true about the office? (A) It is new (C) It is out of business (B) It is usually open on Friday (D) It will be closed on Monday Questions 52-55 refer to the following fax ONE DEVONSHIRE GARDENS July 20 Fax to: Fax number: P Peterman 0101-202-555-1218 Dear Mr Peterman, Thank you for your confirmation fax of today We take great pleasure in confirming your reservation of our superior double room on the evening of 28 July The cost of this room will be £135.00 inclusive of tax, newspaper, and continental breakfast We look forward to welcoming you to One Devonshire Gardens Yours sincerely, Debbie Smith Reservations Manager 52 What is One Devonshire Gardens? 124 (A) A garden (B) An office building (C) A hotel 53 What kind of room was reserved? (A) A single (B) A twin (C) A double 54 Which of the following is NOT included in the price of the room? (A) Breakfast (B) Tax (C) Newspaper 55 How did Mr Peterman make a reservation? (A) By fax (B) Through an agent (C) By letter (D) A newspaper (D) A suite (D) Dinner (D) In person SECTION IV: WORD ORDER & SENTENCE TRANSFORMATION PART A: WORD ORDER (5 points) Put the following sentence-parts in the correct order since / How / jobs / you / had / have / school / many /leaving / ? / a / What /small / is /place / world / ! / the / is / What / traveling / job /interesting / makes / the / the / put off / what / Never / you can / till tomorrow / today./ surprised / It / that / he / me / there./ wasn't / PART B: SENTENCE TRANSFORMATION (10 points) ' , Rewrite each sentence so that its meaning remains unchanged The official kept us waiting for half an hour We …………………………………………………………………… Go away or I'll scream Unless you Ed just asked me, "What time does the movie begin?" Ed wants to know ………………………………………………… Some people think that life in a city isn't as peaceful as life in a small town Some people think that life in a small town ………………………………… It was such a bad movie that we left early The movie was ………………………………………………………………… It is essential that no one is told about our plans You mustn't …………………………………………………………… We couldn't get tickets in spite of queuing for an hour Although we …………………………………………………………… It is raining, so we won't finish the project on time If it weren’t …………………………………………………………………… Their pay was late because there was a computer bungle Because of ……………………………………………………………………… 10 Can you explain how the email system works? I wonder …………………………………………………………………………… SECTION V: MAKE A 100-WORD ESSAY PRODUCTION WITH ONE OF THE FOLLOWING TOPICS (30 points) Topic 1: How to be successful in life? Topic 2: The pleasure of living in a village 125 126 127 ... be an ultimate goal in the process of writing teaching and learning 1.5 Organisation of the study The study consists of chapters Chapter provides a problem of teaching and learning grammar in writing. .. CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: AN ETHNOGRAPHIC STUDY OF THE ROLE OF GRAMMAR IN TEACHING AND LEARNING WRITING in terms of the statement of Requirements... of the nature of the language study, grammar in language pedagogy, and implications for grammar teaching and learning Chapter deals with the design and the method of investigation by taking the