A study on using communicative games to improve grammatical competence of english tenses for the 10th graders

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HANH A STUDY ON USING COMMUNICATIVE GAMES TO IMPROVE GRAMMATICAL COMPETENCE OF ENGLISH TENSES FOR THE 10TH GRADERS MASTER’S THESIS IN EDUCATION Nghe An - 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HANH A STUDY ON USING COMMUNICATIVE GAMES TO IMPROVE GRAMMATICAL COMPETENCE OF ENGLISH TENSES FOR THE 10 GRADERS Major: Teaching English to speakers of other Languages (TESOL) Code: 60140011 MASTER THESIS IN EDUCATION SUPERVISOR: Nguyễn Thị Kim Anh,Ph.D Nghe An - 2019 CANDIDATE’S STATEMENT I certify that this thesis is the result of my own research, except where otherwise acknowledged, and that this thesis or any part of the same has not been submitted for a degree to any universities or institution Nghe An, July 19th 2019 Nguyen Thi Hanh AKNOWLEDGEMENT For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family First and foremost, I would like to express my deepest gratitude to my supervisor, Nguyen Thị Kim Anh, for her invaluable guidance, criticism and her encouragement in the process of completing the minor thesis I am also grateful to all lecturers and the staff of the Department of Post- Graduate Studies, Vinh University for their useful lectures and guidance during my study at the Institution I truly wish to thank all the colleagues and the students at Cua Lo High School for their assistance and co-operation in giving me valuable information Last but not least, I would like to acknowledge my debt to my parents and my husband, whose patient love enabled me to complete this work ABSTRACT It is undeniable that grammar always plays a crucial role in teaching and learning English However, learning grammar is a hard task which can sometimes be frustrating It also requires students to have constant effort to understand From my practical teaching, it is necessary to create students’ motivation in learning grammar This study is concerned with the application of games in teaching tenses of English as an effective method to stimulate students’ interest and improve students’ understanding of the lesson The benefits of using grammar games are affirmed again in this thesis through the former grammarians’ studies and the researcher’s experimental survey at high school These benefits bring considerable effectiveness to teachers and students in teaching and learning grammar This is also the main aim of the study and the researcher’s wish In order to achieve this aim and wish, the researcher enters into consideration of the relevant literature and then carries out observing classes, interviewing closely both teachers and students after each lesson, giving questionnaires to them, etc to have necessary findings and analysis At the same time, the researcher also suggests the suitable measures to overcome difficulties in using communicative games, the tips for using games in class successfully, and the examples of games to teach tenses for the 10th graders The thesis is divided into chapters Chapter 1: Introduction – presents the basic information including rationale, aims, research methods, scope, and the structure of the thesis Chapter 2: Literature Review – provides the literature concerning communicative games, motivation in learning English grammar, the role of communicative games in improving grammatical competence of English tenses for students, the relationship between communicative games and 10th graders’ grammatical competence of English tenses Chapter 3: The study – reports the setting, the research hypothesis, participants, instruments, data collection procedure and analysis The detailed results of the surveys and a critical comprehensive analysis on the data collected are also presented in this chapter Chapter 4: Findings and discussions – shows major findings and discussions and offers recommendations for improving grammatical competence of English tenses for the 10th graders through using communicative games Chapter 5: Conclusions – is a summary of the study in which conclusions of the study are presented It also presents the significance of using communicative games to improve the 10th graders’ grammatical competence of English tenses Limitations of the study and suggestions for further research are also presented in this part LIST OF ABBREVIATIONS BA: Basic English ESL: English as a Second Language EFL: English as a foreign language LIST OF TABLES Figure 1: Students’ awareness of having good grammatical competence of English tenses Figure 2: Students’ awareness of the importance of English tenses Figure 3: Students’ awareness of learning English tenses Figure 4: How interesting? Figure 5: How difficult? Figure 6: Students’ opinions on finding out more about grammar lessons of English tenses Figure 7: Students’ opinions about the methods of using communicative games in English grammar class Figure 8: Students’ opinions about using communicative games in English grammar class Figure 9: Students’ participation in communicative games Figure 10: Students’ feeling on communicative games TABLE OF CONTENTS Main Page contents CANDIDATE’S STATEMENT i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS v LIST OF TABLES vi TABLE OF CONTENTS vii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Methodology 1.5 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Grammar 2.1.1 Definition of grammar 2.1.2 Features of grammar 2.1.3 Grammar teaching activities 2.1.4 English grammatical competence 2.2 Communicative games 2.2.1 Definition of communicative games 2.2.2 Features of communicative games 2.2.3 Benefits of communicative games 2.2.4 Types of communicative games 11 2.3 Applying communicative games in teaching and learning 14 English grammar 2.4 Relationships between communicative games and students' 17 grammatical competence of English tenses Summary 21 CHAPTER 3: THE METHODOLOGY 21 3.1 The setting of the study 21 3.1.1 The situation of teaching and learning English grammar at 21 Cua Lò High School 3.1.2 The English teaching staff 21 3.1.3 The students 21 3.1.4 The 10th graders 22 3.2 Research methodology 22 3.2.1 Research questions 22 3.2.2 Research design 22 3.2.3 Participants 23 3.3 Data collection instrument 23 3.3.1 Questionnaire 24 3.3.1.1 Questionnaire for the students 24 3.3.1.2 Questionnaire for the teachers 25 CHAPTER CONCLUSION This chapter will present the conclusion and limitation of the study Also, some suggestions for further study are given 5.1 Conclusion Learning English grammar at Cua Lo High School is considered problematic to the 10th graders In this study with the title “Using communicative games to improve grammatical competence of English tenses for the 10th graders”, the author refers to an understanding of the inseparable relationship between communicative games and students' grammatical competence of English tenses as well as some literature reviews related to using communicative games in English class as a good teaching method for promoting the 10th graders’ motivation in learning English tenses In addition to this, presented in the study are the results of the two questionnaires as well as classroom observation about teachers of English and the 10 th graders’ opinions and attitudes towards the importance of English tenses as well as challenges faced by students in learning English tenses through American communicative games The results gained from the study showed some problems as follows: Firstly, a large number of the 10th graders had poor awareness of learning English grammar (English tenses) Thus, they did not want to learn English tenses Secondly, English grammar presented in “Picture Game” was a difficult and challenging subject to students Many of them were not enthusiastic enough to take part in the English lessons Students expected teacher would provide them with communicative games that suited their English level In order to help the 10th graders overcome the difficulties of learning 58 English tenses, the thesis also suggested the following flexible teaching methods as solutions: Firstly, teacher provided students with a full awareness of the importance of English grammar (English tenses) Secondly, teacher improved students’ background knowledge of English grammar (English tenses) Thirdly, teacher provided the effective usage of using communicative games in English grammar lessons In short, the 10th graders in Cua Lo High School were not motivated to learn English tense And the research believed that the usage of communicative games in English grammar lessons was the best solution to this problem Last but not least, it is hoped that the research on the matter can be improved in the near future and that this study would be useful for teachers of English and the 10th graders at Cua Lo High School Limitations of the study In spite of the fact that the study has offered some insightful findings, like many other studies, there are some following limitations Within the limitation of time and this paper, the study can only assume the role of using communicative games in English grammar lessons as a motivating factor in learning English grammar and stops at providing the ability of this technique in improving the 10th graders’ grammatical in the author’s context Another limitation is that the study was mainly related to the perception of 10th graders and teachers of English at Cua Lo High School, not other experienced people Suggestions for further study If possible, further research on the topic would be as follows: With the 59 above limitations, it is a good idea to carry out the research among students of other classes or other forms such as form 11 and 12 Also the author would like to recommend further study on other useful techniques to motivate students at Cua Lo High School to learn English grammar and improve the quality of teaching and learning English grammar 60 REFERENCES [1] Canale, M., M Swain (1980), Theoretical bases of communicative approaches to second language teaching and testing, Applied Linguistics,1, 1-47 [2] Carrier, Michael (1980), Take Games and Activities for the Language Learner, Edinburgh: Nelson 's Company [3] Celce, M (1988), Techniques and Resources in Teaching Grammar, Oxford University Press [4] Crystal David (1998), Language Play, Chicago: The University of Chicago Press [5] Deguang Zhu (2012), Using Games to Improve Students' Communicative Ability, Journal of Language Teaching and Research (online), Vol 3, No 4, pp 801-805, July 2012 Available: http://www.academypublication.com/issues/past/jltr/vol03/04/28.pdf [6] Ellis, Rod (1986), Understanding Second Language Acquisition, Oxford: 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Fundamental Concepts of Language Teaching, Shanghai: Shanghai Foreign Language Education Press [28] Sykes, J and Reinhardt, J (2013), Language at Play: Digital Games in Second and Foreign Language Teaching and Learning Print [29] Thornbury, S (1999), How to Teach Grammar, Longman 1999 [30] Ur, P.(1988), Grammar Practice Activities, Oxford University Press [31] Willis, J (1982), Teaching English through English: A Course in Classroom Language and Techniques (Handbooks for Language Teachers) London: Longman [32] Wright, A., D Betteridge, M Buckby (2006), Games for Language Learning (3rd edn.) Cambridge: Cambridge University Press 63 APPENDIX QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed to investigate the use of communicative games to learn English tenses in English grammar classroom Your assistance in completing the questionnaire is greatly appreciated Please provide some information about you by ticking the relevant box or write the relevant information in the gaps Your gender:  Male  Female Your age: ………… years old Please answer the following questions by circling one letter of your choice: How necessary is an How did you find English understanding of English tenses in tenses presented in “Picture your English grammar class? Game”? A Very interesting A Very necessary B Interesting B Necessary C Somewhat interesting C Somewhat necessary D Boring D Not necessary at all To what degree you like How hard was it for you to take learning about English tenses? part in “Picture Game”? 64 A Very much A Very difficult B Much B Difficult C Not much C Not difficult D Not at all D Easy How important is grammatical To what degree you like to lessons of English tenses to you? find out more about English tenses? A Very important A Very much B Important B Much C Somewhat important C Not much D Not important at all D Not at all In order to use communicative How often should the teacher games in English grammar lessons to use communicative games to motivate students to learn English motivate students to learn tenses more effective, what you English tenses? think your teacher should do? A Teacher should exploit A sometimes communicative games that suit students’ level B never B Teacher should exploit a variety of C always communicative games in different D usually English grammar lessons 65 What you while taking part in 10 How you feel after communicative games? taking part in communicative A Actively take part in communicative games? A relaxed and motivated games B normal B Join communicative games only C uncomfortable when being asked by the teacher C Join communicative games only when feeling interested D Do not join communicative games 66 APPENDIX QUESTIONNAIRE FOR TEACHERS OF ENGLISH Please provide some information about you by ticking the relevant box or write the relevant information in the gaps Your gender:  Male  Female Your age: ………… years old This survey questionnaire is designed for my study “Using communicative games to improve the 10th graders’ grammatical competence of English tenses” Your assistance in fulfilling the following items is greatly appreciated Please answer the following questions by circling one letter of your choice: Question 1: What difficulty you Question 4: What are your think met by the 10th graders while student’s attitudes to studying English grammar? grammatical lessons of English A English grammar exercises are tenses while taking part in difficult to take part in communicative games? A Very bored B English tenses introduced in the class are not interesting B Bored C The grammar lessons are too long C Neutral Question How often you want to D Very interested E Interested use communicative games? 67 A Often Question 5: What you to provide students with interesting B Occasionally grammar lessons of English C Rarely tenses? D Never A Choosing communicative games that suit the lessons and Question 3: Are your students willing students level to take part in grammar lessons when B Presenting the you use communicative games? interesting communicative A Yes, they are games B It depends on grammar lessons C Both A and B and communicative games given C No, they look unmotivated Question 6: What you and reluctant to learn English to motivate students to take tenses part in communicative games? A Always ask them to answer the questions while taking part in communicative games B Ask them to work in group to find out information of communicative games C Ask students to actively participate in communicative games Thank you very much for taking time to complete this questionnaire! 68 APPENDIX CLASSROOM OBSERVATION CHECKLIST Teaching Participant………………… : Date: ……………………… Class:…………………… : Lesson:…………………… Respond to each statement using the following scale: 1= Good 2= Normal 3= Bad This instrument is designed to help you indentify and record the efficiency of using communicative games to improve the 10th graders’ grammatical competence of English tenses Participant’ Class activities s assessment 1/ Teacher’s activities Teacher introduces “Picture Game” 3 with the version related to topics of the lesson Teacher uses specific words or technique to focus or regain the student’s attention during the game Teacher repeats several times key points of English tenses presented in the 69 Comments game, each time varying English tenses used Teacher links information covered in previous version of “Picture Game” 3 3 3 with the new English tenses being presented Teacher discusses and demonstrates how English tenses might be used in daily situations 2/ Student’s activities Students are provided with adequate time during the game to learn English tenses in “Picture Game” Students are provided with a designated period of purposeful discussion Students are required to answer the questions about the contents of “Picture Game” Students are required to actively participate in “Picture Game” 70 Students are enthusiastic to take part in grammar lessons presented in “Picture Game” Thank you very much for taking time to complete this checklist! 71 72 ... information lay the foundation for the study Comments, remarks, assumptions and conclusion of the study are based on data analysis Data collections for analysis in the study come from the teachers... get many advantages One of these advantages is that learners are motivated to learn grammar when they are in a communicative game Communicative games automatically stimulate student interest; a. .. between communicative games and students' grammatical competence of English tenses and the application of communicative games in teaching and learning English grammar 2.1 Grammar 2.1.1 Definition of