Applying board games to teaching grammar practive at high school in binh duong province

HO CHI MINH CITY NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FFGG APPLYING BOARD GAMES TO TEACHING GRAMMAR PRACTICE AT HIGH SCHOOL IN BINH DUONG PROVINCE A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Submitted by Lương Bích Hồng SUPERVISOR TÔ MINH THANH, PhD, Senior Lecturer HO CHI MINH CITY – AUGUST 2009 STATEMENT OF AUTHORITY I hereby certify my authorship of the thesis submitted today entitled APPLYING BOARD GAMES TO TEACHING GRAMMAR PRACTICE AT HIGH SCHOOL IN BINH DUONG PROVINE in terms of the Statements of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee This thesis has not previously been submitted for the award of any degree or diploma in any other institution th Ho Chi Minh City, August 17 , 2009 LƯƠNG BÍCH HOÀNG i RETENSION AND USE OF THE THESIS I hereby state that I, Lương Bích Hồng, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses 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 purposes of study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses th Ho Chi Minh City, August 17 , 2009 LƯƠNG BÍCH HỒNG ii ACKNOWLEDGEMENTS This M.A thesis was written as a special gift for my young students, especially my lovely twins –– who was born at the time I began to submit the proposal for this M.A thesis with the hope that young learners can learn English grammar interestingly and effectively I, therefore, would like to express my sincere appreciation to all of those people who have helped to shape this thesis First and foremost, I would like to express my deepest gratitude to my thesis supervisor, Dr Tô Minh Thanh, for her insightful discussions, constructive criticisms, valuable comments, great encouragement and careful proof-reading and line-by-line comments on my writing Without her help, this M.A thesis would still be far from finished I am greatly indebted to all the lecturers of the TESOL graduate program at the University of Social Science and Humanities for their dedication and helpful instruction during the course from the year 2004 to 2007 I would like to thank the teaching staff of Hung Vuong, Nguyen Thi Minh Khai and An My High School - without their assistance this thesis would not have been possible Further I would like to extend my thanks to my students, who has responded to much of this material and who has taught me much about the problems encountered in the first stage of carrying my research Last but not least, my deepest gratitude and special thanks are sent to my mother, my husband and especially my lovely twins, who cared, encouraged, supported, and motivated me greatly during the time of completing this study iii ABSTRACT This thesis dealt with Communicative Approach and Learners Centeredness towards learning English at high school in Binh Duong Province The purpose was to investigate potential difficulties facing teachers in dealing with Grammar Practice and then to raise a number of feasible solutions to the problem in question Another aim was to find out the effectiveness of the application of Board Games in teaching Grammar Practice Finally, the motivation of Board Games was examined in the study Both quantitative and qualitative approaches were applied to conduct this study The research started with a survey in which the teachers and 225 students from three schools in Binh Duong were asked to reply the questionnaires at the end of the first term of 2006 In the second term, the experiment class, the 41 sixth E graders of Hung Vuong, was conducted for four months to investigate the comparative effectiveness of teaching Grammar Practice with the help of Board Games through the collection of the tests The statistical procedure was the Independent samples ttest and Pair samples t-test, with the level of significance set at the.05 level Data were also collected from class observations and interviews to inspect the attitude of the experimental participants towards Board Games as well as to confirm the results from a different angle Findings specific to the research is that most students today are expected to learn grammar not only for the purpose of getting high scores at school but also for the desire to use the target language orally Although there were some obstacles in grammar teaching and learning that need to be overcome such as the stresses on cognitive input of The Grammar-Translation Method and Deductive application of rules, the out of date design of the textbook, the class size, the limit of time …etc, the teacher must be active to conduct a successful Grammar Practice period to benefit the young learners’ need; and Board Games prove to be a useful teaching aid By one word, it was strongly suggested from the thesis with the use of Board Games iv TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables xi List of charts xii List of abbreviations xiii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Background to the study 1.2.1 Reform of the curriculum 1.2.2 Syllabus of English 1.2.3 Grammar Practice of English 1.2.4 Assessment of high schools 1.3 Aims of the study 10 1.4 Significance of the study 10 1.5 Delimitations and limitations 11 CHAPTER 2: LITERATURE REVIEW 12 2.1 What is grammar? 12 2.1.1 The place of grammar in language teaching 14 2.1.2 The aspects of grammar learning 15 2.1.3 The organization of grammar teaching 15 2.1.4 Grammar Practice 16 2.1.4.1 Pre- learning 16 2.1.4.2 Volume and repetition 16 v 2.1.4.3 Success-orientation 17 2.1.4.4 Heterogeneity 17 2.1.4.5 Teachers’ assistance 17 2.1.4.6 Students’ Interest 18 2.2 How to teach grammar? 18 2.2.1 Deductive and Inductive approaches 18 2.2.2 Learner centeredness 20 2.2.3 Communicative language teaching 21 2.2.3.1 An overview of Communicative language teaching 21 2.2.3.2 Classroom activities used in Communicative language teaching 22 2.2.3.3 Teaching Grammar Practice communicatively 23 2.3 What are Board Games? 24 2.3.1 An overview of Board Games 25 2.3.2 Board Games as a tool to teach Grammar Practice 26 2.3.2.1 Use of games in language teaching 26 2.3.2.2 Teaching grammar with games 27 2.3.2.3 Value of Intrinsic Motivation 28 2.4 Summary 29 CHAPTER 3: METHODOLOGY 30 3.1 Research questions 30 3.2 Methodology 31 3.3 Research design 32 3.3.1 The survey on teachers 32 3.3.1.1 Time and setting 32 3.3.1.2 Instrumentation 32 3.3.1.3 Procedures 33 3.3.2 The survey on students 33 3.3.2.1 Time and setting 33 3.3.2.2 Instrumentation 33 vi 3.3.2.3 Procedures 34 3.3.3 The experiment 34 3.3.3.1 Time and setting 34 3.3.3.2 Sample population 35 3.3.3.3 Pre test and post test 36 3.3.3.4 Board games application 49 3.3.4 The class observations 40 3.3.5 The interviews 40 3.4 Method of data analysis 41 3.5 Summary 41 CHAPTER 4: RESULTS AND DISCUSSIONS 42 4.1 Data collected from the two sets of survey questionnaires 42 4.1.1 Data on the study’s subjects 42 4.1.1.1 Teacher subjects 42 4.1.1.2 Student subjects 44 4.1.2 Data on participants’ viewpoints on grammar 44 4.1.2.1 Role of grammar in language acquisition 44 4.1.2.2 Role of grammar in high school’s curriculum 45 4.1.2.3 Teachers’ opinions on teaching grammar 47 4.1.2.4 Students’ opinions on learning grammar 49 4.1.3 Teaching and practicing grammar 51 4.1.3.1 Approaching grammar at high school 51 4.1.3.2 Effectiveness of drills in practicing Grammar Practice 52 4.1.3.3 Teachers’ current activities in practicing Grammar Practice 53 4.1.3.4 Students’ preferred activities in practicing Grammar Practice 54 4.1.3.5 Pair and group work in practicing Grammar Practice 55 4.1.3.6 Duration of conducting Grammar Practice 57 4.1.4 Class size 58 4.1.5 Factors affecting students’ acquisition of English grammar 59 vii 4.1.6 Students’ interest in practicing the textbook’s Grammar Practice section 61 4.1.7 Participants’ opinions on improving Grammar Practice 62 4.1.7.1 Teacher subjects’ opinions 62 4.1.7.2 Student subjects’ opinions 63 4.2 Data collected from the experimental project 63 4.2.1 The two groups’ first semester test and second semester test 64 4.2.1.1 First semester test’ s scores 64 4.2.1.2 Second semester test’s scores 65 4.2.1.3 Difference in the two groups’ first-semester and second-semester test scores 66 4.2.1.4 Classification of first-semester and second-semester test scores 67 4.2.2 The experimental group’s pre-oral test and post-oral test 69 4.3 Classroom observations 70 4.3.1 Problems noticed and suggestions for improving GP teaching and learning 70 4.3.2 Strengths of teaching Grammar Practice by playing Board Games 72 4.3.3 Class observations’ photographs 72 4.3.4 Results of class observations 76 4.4 Interviews 76 4.4.1 Experimental teacher’s remarks 77 4.4.2 Students’ feelings 78 4.4.3 The reason why Board Games got the best price in the teaching aid competition in Binh Duong in 2005 78 4.5 Summary of the findings 79 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 82 5.1 Conclusions 82 5.1.1 The current situation of Grammar Practice teaching and learning at high school in Binh Duong Province 80 5.1.2 Strengths of Board Games in the teaching and learning of Grammar Practice 84 5.2 Recommendations 84 5.2.1 Reform the testing system and training teachers’ speaking ability 84 viii 5.2.2 Intensifying Game in GP teaching and learning at high school …….…………… 87 5.2.3 Applying Board Games to teaching GP at high school in Binh Duong…………… 88 REFERENCES: 90 APPENDICES 92 Appendix 1: Grammar Practice 92 Appendix 2: Questionnaire for teachers 96 Appendix 3: Questionnaire for students 99 Appendix 4: The first semester test of the school year 2006- 2007 101 Appendix 5: The second semester test of the school year 2006- 2007 102 Appendix 6: A set of six Board Games 103 Appendix 7: Class observation Report 117 Appendix 8: Class observation Report 119 Appendix 9: Class observation Report 121 Appendix 10: The control group’s scores of the first and second semesters 123 Appendix 11: The experimental group’s scores of the first and second semesters 124 Appendix 12: The experimental group’s scores of pre oral and post oral tests 125 Appendix 13: Certificate of merit 126 How to play Board Game – Ask and Tell I Preparation Copies of the game according to the number of pairs you decide to make Coins, (as many as the number of game boards you want to use) If there is no coin, the one-two-three game (children’s game) can be used to help players to go ahead in Ask & Tell Markers or chips (get a variety of colored chips so no two students have the same colors in the same group or team?) or small things such as rubber, clip etc instead II Rules The game follows the order of the numbers from Start to Finish The players take turn to toss a coin If it lands on heads, the player moves forward two squares, if it lands on tails, the player moves forward one square If the player arrives at a square with an instruction, he or she follows the instruction If a player lands on a box with the forward arrow, he/she moves ahead according to the description in the box 128 If a player lands in a box with the back arrow, he/she goes backwards according to the description in the box If the player lands on an Ask square, the learner must pick up the Ask card and select one question and use it to interview the partner Alternatively, if the player lands on a Tell square, the learner needs to select one topic from the Tell card and talk about it at once If a player lands on a free box, s/he can ask any question or tell any topic he chooses, but it must be correct The player can stay at the square where he/she has just moved if he/she the task correctly If not he or she has to go back to his/her previous box Then the partner takes his/her turn to toss the coin The game goes on until someone reaches the Finish square Following the examples, select one topic from the list below and ask the people in your group questions as directed The longest river in the world? Punctuality Example: Your question: Which is the longest river in the world? Personal information: x Name? x Country? x Language? The biggest city in the world? The tallest building in the The longest structure in the 129 world? world? The largest structure in the world? The highest mountain in the world? The highest mountain in the Vietnam? How much ? How many ? How the great wall of China? Following the examples, select one topic from the list below and give the people in your group about the information of the topic as directed Punctuality Example: Petronas Twin Towers Your information: Petronas Twin Tower is 452 meters high It is the tallest building in the world 130 Introduce yourself Compare Mekong and Red River Compare Hanoi and Ho Chi Minh City Mount Everest Phanxipang Compare Phanxipang and Mount Everest An advice that helps the environment An advice that makes your class clean An advice that helps the forest Vietnam Appendix Classroom Observation Report Hung Vuong High School – English Department – Class 6E Course/Section: English 6- Unit 11– Grammar Practice Date/Time of Visit: Febuary 15th , 2007 Duration of class: 45 minutes No of students: 41 Name of instructor: Nguyen Thi Mai Phuong Name of observer: Luong Bich Hong 131 PURPOSE: The purpose of this instrument is two-fold It will be used by observers to evaluate faculty of Board Games in the classroom to provide feedback that will support and enhance faculty’s Board Game performance as well as the learning atmosphere I Observation Lesson and activities were wellplanned and organized Transitions were smooth; one activity logically led to the next (good progression) All activities related to the same topic Lesson practiced more than one skill (reading, writing, speaking, and listening) There was a variety of interaction types (whole class, group work, individual work) Instructor provided target language input Lesson incorporated a variety of activity types, including communicative tasks Instructor’s explanations were clear Students were given useful opportunities to practice what was learned 10 Instructor’s use of examples or illustrations to clarify course material 11 Instructor made appropriate and effective use of additional materials 12 All students participated actively in the class 13 Instructor encouraged participation from a variety of students 14 Students stayed on task Need improvement Satisfactory Good Very Excellent good ð ð ð ð ð ð ð ð ð ð ð ð ð ð 132 15 Instructor provided appropriate feedback to student errors 16 Instructor provided appropriate answers to student questions 17 Instructor showed a positive attitude to students and created a friendly atmosphere for learning 18 Instructor adapted target language to students’ level/needs 19 Instructor monitored students’ progress and involvement (e.g., by circling around) 20 Students’ feeling after class ð ð ð ð ð ð II Overall Assessment My overall rating of the lesson is Good III Weak points and suggestions for improvement The teacher should explain the ruler clearlier by making examples The teacher had better correct the students’ errors by giving the correct answers in the end of the class The class was a bit of noises So the teacher should walk around more to control the class more effectively IV Strengths The students were well behaved and this made the class run smoothly This can probably be attributed to the teacher The students understood what they had learned All students participated actively in the class Especially, the teacher was very friendly IV Instructor’s Comments The observer has discussed the observation with me I have seen this completed form I am aware that I may include comments on this form that will be kept on file Observer’s signature: _ Date: Instructor’s signature: _ Date: Appendix Classroom Observation Report Hung Vuong High School – English Department – Class 6E Course/Section: English 6- Unit 11– Grammar Practice Date/Time of Visit: March 16th , 2007 Duration of class: 45 minutes No of students: 41 133 PURPOSE: The purpose of this instrument is two-fold It will be used by observers to evaluate faculty of Board Games in the classroom to provide feedback that will support and enhance faculty’s Board Game performance as well as the learning atmosphere I Observation Lesson and activities were wellplanned and organized Transitions were smooth; one activity logically led to the next (good progression) All activities related to the same topic Lesson practiced more than one skill (reading, writing, speaking, and listening) There was a variety of interaction types (whole class, group work, individual work) Instructor provided target language input Lesson incorporated a variety of activity types, including communicative tasks Instructor’s explanations were clear Students were given useful opportunities to practice what was learned 10 Instructor’s use of examples or illustrations to clarify course material 11 Instructor made appropriate and effective use of additional materials 12 All students participated actively in the class Need improvement Satisfactory Good Very good Excellent ð ð ð ð ð ð ð ð ð ð ð ð 134 13 Instructor encouraged participation from a variety of students 14 Students stayed on task ð 15 Instructor provided appropriate feedback to student errors 16 Instructor provided appropriate answers to student questions 17 Instructor showed a positive attitude to students and created a friendly atmosphere for learning 18 Instructor adapted target language to students’ level needs 19 Instructor monitored students’ progress and involvement (e.g., by circling around) 20 Students’ feeling after class ð ð ð ð ð ð ð II Overall Assessment My overall rating of the lesson is III Weak points and suggestions for improvement IV Strengths Very Good In the end of the class, the teacher should correct some students’ common errors with the whole class The teacher could encourage the winners by giving them good remarks and big hands The teacher can conduct the game with team work in the end in order to not only change the class atmosphere but also correct the common mistakes in front of the class The students will be very exciting to play the role of fans for each group Activities were introduced and organized logically so that students were prepared for them and could carry them out successfully The teacher had care with the students’ mistakes The teacher has organized an interesting class They were fun to work with Board Games IV Instructor’s Comments The observer has discussed the observation with me I have seen this completed form I am aware that I may include comments on this form that will be kept on file Observer’s signature: _ Date: 135 Instructor’s signature: _ Date: Appendix Classroom Observation Report Hung Vuong High School – English Department – Class 6E Course/Section: English 6- Unit 11– Grammar Practice Date/Time of Visit: April 11th , 2007 Duration of class: 45 minutes No of students: 41 Name of instructor: Nguyen Thi Mai Phuong Name of observer: Luong Bich Hong PURPOSE: The purpose of this instrument is two-fold It will be used by observers to evaluate faculty of Board Games in the classroom to provide feedback that will support and enhance faculty’s Board Game performance as well as the learning atmosphere I Observation Lesson and activities were wellplanned and organized Transitions were smooth; one activity logically led to the next (good progression) All activities related to the same topic Lesson practiced more than one skill (reading, writing, speaking, and listening) There was a variety of interaction types (whole class, group work, individual work) Instructor provided target language input Lesson incorporated a variety of activity types, including communicative tasks Instructor’s explanations were clear Need improvement Satisfactory Good Very Excellent good ð ð ð ð ð ð ð ð 136 Students were given useful opportunities to practice what was learned 10 Instructor’s use of examples or illustrations to clarify course material 11 Instructor made appropriate and effective use of additional materials 12 All students participated actively in the class 13 Instructor encouraged participation from a variety of students 14 Students stayed on task ð ð ð ð ð ð 15 Instructor provided appropriate feedback to student errors 16 Instructor provided appropriate answers to student questions 17 Instructor showed a positive attitude to students and created a friendly atmosphere for learning 18 Instructor adapted target language to students’ level/needs 19 Instructor monitored students’ progress and involvement (e.g., by circling around) 20 Students’ feeling after class ð ð ð ð ð ð II Overall Assessment My overall rating of the lesson is III Weak points and suggestions for improvement IV Strengths Excellent The teacher should ask students who had finished playing to write the answers in their notebooks or to play Board Games again to avoid the negative noises in class The intern models effective communication when presenting ideas and information and asking questions, and promotes effective communication among students Some common mistakes were corrected with the whole class A variety of participation structures are used (whole group, small group, individual) that suit the lesson goals and tasks The students were happy after the lesson IV Instructor’s Comments The observer has discussed the observation with me I have seen this completed form I am aware that I may include comments on this form that will be kept on file 137 Observer’s signature: _ Date: Instructor’s signature: _ Date: APPENDIX 10 Hung Vuong High School Subject: English 6A No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 THE TESTS’ SCORES Teacher A: Châu Thị Thanh Nguyên Full name Lâm Nguyễn Diệp Anh Nguyễn Ngọc Quỳnh Anh Phạm Ngọc Thái Bình Nguyễn Thị Thùy Dương Đào Tiến Dũng Nguyễn Hoàng Huy Trịnh Quang Đạo Đỗ Tường Giang Lê Thị Bích Hằng Trịnh Nguyễn Cẩm Hà Nguyễn Thị Phương Hảo Nguyễn Khắc Hưng Bao Tuấn Huy Nguyễn Thị Thanh Kim Phạm Tú Linh Nguyễn Thùy Trúc Linh Trần Nguyễn Phi Long Phan Thảo My Nguyễn Thanh Nga Trần Nguyễn Mỹ Ngọc Nguyễn Túy Nguyệt Nguyễn Thị Thanh Nhàn Tranà Phương Nhi Nguyễn Thị Quỳnh Như Nguyễn Thanh Phong Nguyễn Lâm Quỳnh Phương Lưu Ngọc Quỳnh Nguyễn Thị Thanh Tâm Nguyễn Minh Thi Đỗ Thị Thanh Thảo Phan Anh Thư Nguyễn Trọng Thức Nguyễn Thái Thuận Nguyễn Thành Tính Nguyễn Gia Bảo Trân School year: 2006-2007 First Term’ Scores Second Term’s Scores 8.5 6.5 8.5 8.5 6.5 7.5 6.5 5 8 7.5 9.5 5.5 8.5 8.5 8.5 8.5 6.5 8.5 6.5 7.5 8.5 9.5 8.5 7 8 5.5 5.5 9.5 8.5 5.5 10 10 5.5 9 8 7.5 6.5 8.5 6.5 138 36 37 38 39 40 41 Trần Thị Thùy Trang Võ Ngọc Hải Triều Bồ Huỳnh Nhật Trường Lê Hoàng Tuấn Lê Thị Cẩm Tú Lê Thế Văn 5.5 8.5 8.5 6.5 5.5 5.5 9.5 9 APPENDIX 11 Hung Vuong High School Subject: English 6E No Full name 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Hoàng Lê Trúc Anh Trần Phạm Tuấn Anh Nguyễn Khánh Chi Nguyễn Ngọc Dung Võ Đức Duy THE TESTS’ SCORES Teacher E: Nguyễn Thị Mai Phượng Trần Hoàng Duy Nguyễn Hoàng Giang Nguyễn Thanh Hằng Quách Anh Hào Nguyễn Hà Minh Hiếu Nguyễn Hoành Trí Hưng Thái Quốc Huy Phạm Mỹ Kim Trương Ngọc Thụy Linh Nguyễn Huỳnh Duy Linh Phạm Tấn Long Hoàng Quang Minh Trần Thị Kim Ngân Đỗ Hoàng Nguyên Nguyễn Hoài Nhân Phạm Lê Phương Nhi Đặng Nguyễn Uyên Nhi Huỳnh Thị Camå Như Nguyễn Thị Huỳnh Như Đặng Thị Hà Phương Nguyễn Thị Kim Phương Nguyễn Bá Hoàng Thạch Đinh Ngọc Thái Huỳnh Hoàng Thi Nguyễn Thị Kim Thoa Trần Ngọc Thy Lê Quang Thái Tường School year: 2006-2007 First Term’ Scores Second Term’s Scores 8 5.5 7.5 6.5 8.5 7.5 6.5 8.5 5.5 8.5 8.5 6.5 8.5 6.5 8.5 6.5 8.5 5.5 8.5 7.5 6.5 9.5 9.5 7.5 8.5 8.5 7.5 10 7.5 9.5 9 9.5 9 9.5 8.5 8.5 9.5 9.5 7.5 10 10 8 139 33 34 35 36 37 38 39 40 41 Lê Thị Minh Trang Đỗ Nguyễn Bảo Trang Ngô THị Mộng Trinh Nguyễn Bảo Trung Phạm Hoàng Tuấn Nguyễn Thị Cẩm Tú Nguyễn Quốc Việt Nguyễn Phan Thái Vy Nguyễn Đăng Xuân 8.5 6.5 8.5 6.5 8.5 9 8.5 10 10 APPENDIX 12 Hung Vuong High School Subject: English 6E No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 THE ORALTESTS’ SCORES Teacher: Nguyeãn Thị Kim Hương Full name Hoàng Lê Trúc Anh Trần Phạm Tuấn Anh Nguyễn Khánh Chi Nguyễn Ngọc Dung Võ Đức Duy Trần Hoàng Duy Nguyễn Hoàng Giang Nguyễn Thanh Hằng Quách Anh Hào Nguyễn Hà Minh Hiếu Nguyễn Hoành Trí Hưng Thái Quốc Huy Phạm Mỹ Kim Trương Ngọc Thụy Linh Nguyễn Huỳnh Duy Linh Phạm Tấn Long Hoàng Quang Minh Trần Thị Kim Ngân Đỗ Hoàng Nguyên Nguyễn Hoài Nhân Phạm Lê Phương Nhi Đặng Nguyễn Uyên Nhi Huỳnh Thị Cẩm Như Nguyễn Thị Huỳnh Như Đặng Thị Hà Phương Nguyễn Thị Kim Phương Nguyễn Bá Hoàng Thạch Đinh Ngọc Thái Huỳnh Hoàng Thi Pre- oral Test’s Scores L P Pro G 30 22 20 10 27 20 20 21 17 16 24 19 19 27 23 21 23 20 18 26 22 21 15 14 12 28 24 23 20 18 17 23 20 20 20 17 16 28 23 23 16 15 14 23 18 18 26 21 21 26 23 22 25 21 20 30 26 24 10 24 19 10 24 21 20 22 18 18 27 23 23 15 16 14 26 22 22 17 17 15 23 21 20 15 13 13 30 26 25 Total 82 74 60 68 78 68 75 45 82 60 70 58 81 50 65 74 78 72 90 68 71 64 80 50 76 55 70 45 90 School year: 2006-2007 Post- oral Test’s Scores L P Pro G Total 30 27 23 10 90 27 27 22 85 23 19 16 68 26 22 19 75 28 25 21 82 26 23 18 76 27 24 22 80 22 21 13 62 30 27 26 92 25 23 21 76 24 22 20 75 23 20 19 70 29 25 23 85 17 17 14 55 25 22 19 74 26 22 21 76 29 26 24 88 28 22 22 80 30 28 26 10 94 24 19 20 70 26 23 20 76 24 20 19 71 27 24 23 82 16 20 15 58 29 25 23 86 18 19 15 60 23 21 19 70 19 16 14 56 30 28 26 10 94 140 30 31 32 33 34 35 36 37 38 39 40 41 Nguyễn Thị Kim Thoa Trần Ngọc Thy Lê Quang Thái Tường Lê Thị Minh Trang Đỗ Nguyễn Bảo Trang Ngô THị Mộng Trinh Nguyễn Bảo Trung Phạm Hoàng Tuấn Nguyễn Thị Cẩm Tú Nguyễn Quốc Việt Nguyễn Phan Thái Vy Nguyễn Đăng Xuân 26 26 20 19 16 14 13 23 17 15 25 27 24 22 18 19 13 11 12 17 16 15 24 25 23 21 18 17 14 11 11 18 13 15 24 24 5 4 5 7 80 75 61 60 48 40 40 64 51 50 80 83 26 26 22 24 19 16 18 22 22 22 28 28 27 24 18 25 15 13 19 22 20 22 27 26 23 21 18 19 14 13 13 19 14 18 26 25 8 8 9 85 79 65 76 55 50 56 71 63 70 90 88 Appendix 13 141 142 ... Grammar Practice at high school in Binh Duong Province? How can the teaching and learning of Grammar Practice at high school in Binh Duong be improved? Is using Board Games to teach Grammar Practice... in all the high schools in Vietnam in general and in Binh Duong Province in particular to a new direction Correspondingly, grammar teaching should not just maintain its rule-listing routine Instead,... The current situation of Grammar Practice teaching and learning at high school in Binh Duong Province 80 5.1.2 Strengths of Board Games in the teaching and learning of Grammar Practice