The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University

I certify that the assignment is my original work; it is based on my own research. No other person’s work has been used without due acknowledgement. This piece of work has not previously been submitted for assessment in this or any other subject or course at this University

Ho Chi Minh City Open University Graduate School 97 Vo Van Tan Street, District 3, HCMC, Vietnam Student’s name : NGUYEN THI HOANG TRINH Student No : 1781401110040 Class code : Email address : Course name : THE EFFECT OF TEACHING GRAMMAR Title of this item COMMUNICATIVELY ON STUDENTS’ ORAL : work: COMMUNICATION SKILLS AT NGUYEN TAT THANH UNIVERSITY Lecturer’s name : Due date :  STATEMENT OF AUTHORSHIP: I certify that the assignment is my original work; it is based on my own research No other person’s work has been used without due acknowledgement This piece of work has not previously been submitted for assessment in this or any other subject or course at this University The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University THE EFFECT OF TEACHING GRAMMAR COMMUNICATIVELY ON STUDENTS’ GRAMMATICAL AND COMMUNICATIVE COMPETENCE AT NGUYEN TAT THANH UNIVERSITY Ho Chi Minh City Open University The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Table of Content s INTRODUCTION Research Question: Definitions of terms Error! Bookmark not defined.5 Delimitations and Limitations of the Study Error! Bookmark not defined.6 LITERATURE REVIEW Error! Bookmark not defined.6 Previous research .25 METHODOLOGY Error! Bookmark not defined.10 Study Design Error! Bookmark not defined.10 Research site and Participants 10 Instruments .10 Procedures 30 Validity and Reliability 13 Data analysis 13 TIME LINE Error! Bookmark not defined.14 References Error! Bookmark not defined.16 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University APPENDICES .35 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University CHAPTER 1.1 INTRODUCTION 1.2 Background to the study Throughout the years grammar has been playing an important role in teaching English as a second and foreign language Grammar can be defined as “the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics.” (http://www.oxforddictionaries.com/) A futher definition is given by Rutherford (1987) who describes grammar as “a necessary component of any language teaching program” According to Brown (2007), language is chaotic and unintelligible without grammar In the history of EFL teaching method, a variety of grammar teaching methods have been introduced and implemented in the hope that learners can enhance their competence in a foreign language Typically, first of all, Grammar-Translation Method (GTM) which is described as one of the oldest and traditional method of teaching is based on analysis of the written language using translation exercises, reading comprehension and written imitation of texts Learning mainly involves the mastery of grammatical rules and memorization of vocabulary lists The Direct Method (DM) of teaching was developed as a response to the GTM It is based on the active involvement of the learner in both speaking and listening to the new language in realistic everyday situations The process consists of a gradual acquisition of grammatical structure and vocabulary The learner is encouraged to think in the target language rather than translate He or she hears and uses the language before seeing it written Similar to Direct Method, the Audio-lingual method (ALM) advised that students should be taught a language directly, without using the students’ native language to explain new words or grammar in the target language However, unlike the direct The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University method, the audio-lingual method did not focus on teaching vocabulary Rather, the teacher drilled students in the use of grammar (https://en.wikipedia.org/wiki/Audio-lingual_method) Due to the increase in demand for language learning, the introduction of Communicative Language Teaching (CLT) was in response to the lack of success with language teaching methods proceeding it So far CLT has become prominent as it proposed an alternative to the former methods It switched traditional language teaching’s emphasis on grammar, and the teacher-centred classroom to that of the active use of authentic language in learning and acquisition This means that it places less focus on the learning of specific grammatical rules and more on developing the learners’ communicative competence in the target language with real-life situations Moreover, it highlights learners as center of instruction The teacher’s role has changed when compared to previous methods The teachers talk less and listen more to the students They no longer control all activities in classroom, instead, they ask the students to take part in meaningful communication Communicative itself has own advantages and it truly provides learners benefits in various ways In this paper, the term communicative grammar teaching is used to refer to teaching grammar communicatively In spite of the importance of communication skill, it can not be denied that grammar lays the groundwork for effective communication Grammatical competence is a part of communicative competence; in order to obtain effective communication people should concentrate on grammar Similarly, Nunan (1991) states that learners can not communicate well if they not know the basic grammar Recently, therefore, there have been many new issues and ideas concerning the importance of the relationship between grammar and oral communication skill The disagreement about methods of teaching grammar has developed in the ongoing past, but the question stays as to the effectiveness of various methods The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 1.3 Statement of the problem Vietnam has been considered as a developing country with many potentials, which explains why English has been so dominant Therefore, many Vietnamese educators have shown an increasing interest in teaching English as a foreign language taught in Vietnam In Vietnam, however, teaching English is not easy because the term of English and Vietnamese are distinctive English language is taught mainly by Vietnamese teachers and English appears to be taught through Vietnamese as the medium of instructions The lessons are limited to grammatical points and comprehension reading which require heavy explanations via use of mother tongues In the past decades English has become a global language which is considered as an opportunity door for a better future life In fact, in spite of its incredible importance, there is always a big obstacle that make communication skill of Vietnamese students challenging There are some explanations for this undeniable fact First of all, the teaching of English in secondary and high schools strongly focus mainly on grammar, sentence structures and vocabulary In addition, English learning and teaching is purely examination-based which are mainly grammar focused As a result, Vietnamese students eventually fail to see the importance of English Due to the fact that most students only study English to pass school exams, they are not high-motivated and are prevented from the opportunities to practice English in real life situations They might master every aspect of grammar points and succeed in written examinations; however, they can not connect those grammar points with larger communication contexts There is another reason for which students fail to improve the command of English, particularly fail to achieve fluency in English It is all the embarrassment or lack of confidence that prevents them from speaking This, eventually, will result in forgetting what they have already learned This is the big problem with The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University a lot of students no matter how large the amount of vocabulary and grammatical points they have gained Last but not least we can not deny the significantly important role of teaching methods that teachers use in classrooms There is no single methodology that can consistently be considered the best The correct approach is the one that meets the learners’ objectives and can be implemented in learners’ environment A global challenge EFL teachers face with respect to pedagogical approaches to teaching grammar is how to “bridge the gap between traditional teaching focused on grammar translation and receptive skills and communicative teaching aimed at well-rounded communication skills (Stephen, 2012) Sadly, however, there is a common reality that the researcher has experienced during over five years of teaching English at Tan Phu high school and Ngyen Tat Thanh University, through examining my own practice, observing most of my colleagues, and discussion about the thoughts and ideas about teaching learning with each other In spite of the awareness of the great impact of teaching method, most of them enjoy being the ‘sage on the stage’ and feel confident in their present style of teaching It means they are satisfied with the application of Grammar Translation Method to teach grammar without taking into account the fact that their students can not use the language for communication They admit that their preference for GTM derives from its demand for fewer efforts from teachers Teachers who are not fluent in speaking English can teach it easily through this method Even some of them who have a deep understanding of the advantages of CLT over GTM show their great reluctance to apply CLT in the classroom They state it requires teachers to make much greater effort in GTM classroom For students, when being asked about their experience in traditional grammar lessons, most of them state that what they learn is a series of grammatical structures provision followed by mechanical practice in the form of isolated sentences, which The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University only serves conventional grammar-paper tests Consequently, though they have considerable knowledge of grammar, they can not use English to communicate, even in simple situation like personal introduction That is the reason why language teaching methods have changed dramatically over time As mentioned in previous part, one of the oldest and traditional method, Grammar Traditional Method, whose focus is on formal knowledge of the language, specifically nowadays has been replaced with others because of its weaknesses The latter methods (Direct Method, Audio Lingual Method, Communicative Language Teaching, emerged as a response to the perceived inability of the preceding one to teach learners to communicate It is important to note that each of them has their own advantages and disadvantages 1.4 Aims of the study Based on the problems above, there are two primary aims of this study Firstly, this study is conducted to investigate whether students get a greater achievement in English grammatical knowledge and communicative competence with the instruction of the communicative grammar The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Afterwards, one independence-samples t-test will be used to compare the post-test scores of the two groups after the treatment With respect to the questionnaire, the data will be analyzed by using a software called Statistical Package for Social Sciences (IBM SPSS Statistics) Results from the questionnaire are used to investigate students’ attitude towardss the inductive and deductive approaches to teaching grammar 34 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University TIME LINE Time Week Table: Research Schedule What to Conduct the pre-test Carry out grammar teaching with Communicative Week 2 Week 11 Language Teaching and Grammar Translation Week 12 Week 13 approaches Conduct the post-test Analyze data 35 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University REFERENCES Al-Kalbani, N R (2004) Omani English teachers' and students' perceptions of the role of grammar instruction in EFL teaching and learning Unpublished master’s thesis, Sultan Qaboos University, Muscat Azar, B (2007) Grammar-Based Teaching: A Practitioner‘s Perspective TESL-EJ 11(2) Bilash, O.S.E (2009) Improving Second Language Education University of Alberta, Edmonton, AB, Canada Borg, S., & Burns, A (2008) Integrating grammar in adult TESOL classrooms Applied Linguistics, 29(3), 456-482 Bruder, M N & Paulston, C B (1976) Teaching English as a Second Language Techniques and Procedures Cambridge: University of Pittsburgh Chomsky, N (1957) Syntactic structures Retrieved from: http://philpapers.org/rec/CHOSS-2 Crystal, D (2004) Making sense of grammar Essex: Pearson Dickins, P M., & Woods, E G (1988) Some criteria for the development of communicative grammar tasks Tesol quarterly, 22(4), 623-646 Ellis, R (2006) Current issues in the teaching of grammar: An SLA perspective TESOL Quarterly, 40(1), 83-107 Ellis, R (2006) Current issues in the teaching of grammar: An SLA perspective TESOL Quarterly, 40(1), 83-107 Ellis, R (2006) Current issues in the teaching of grammar: An SLA perspective TESOL Quarterly, 40(1), 83-107 Ellis, R (2006) Current issues in the teaching of grammar: An SLA perspective TESOL Quarterly, 40(1), 83-107 36 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Gardner, R (1985) Social psychology and second language learning The role of attitudes and motivations Department of Psychology, the University of Western Ontario London: Edward Arnold Gollin, J (1998) Deductive vs Inductive language learning English Language Teaching Journal, 52, 88-89 Kuder, E (2009) Implications of an inductive versus deductive approach to SLA grammar instruction Master’s Thesis: University of Delaware, 2009 Pham, V P H., & Nguyen, T B (2020) The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production. International Journal of Education and Technology, 2(1), 74-86 Retrieved from https://www.phamho.com/articles/index.php/ijet/article/view/29 Putthasupa,P (2010) Effects of Inductive Approach on Teaching Grammar in the writing course The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Prabhu, N S (1987). Second language pedagogy Oxford, UK: Oxford University Press.  Rittichai, P (2006) A study of using songs as a supplemental tool for English grammar learning for grade six students at demonstration school Master’s Thesis: Uttaradit Rajabhat University Rivers, Wilga M., Temperley, Mary S (1978) A Practical Guide to the Teaching of English as a Second or Foreign Language Oxford University Press Rutherford, W E (1987) Second Language Grammar: Learning and Teaching Harlow, England: Longman 37 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Shak, J and Gardner, S (2008) Young learner perspectives on four focus-onform tasks Language Teaching Research 12 (3) 387–408 SCRIVENER, J (1994) Learning Teaching : A Guidebook for English Language Teachers Oxford: Heinemann Spolsky, B (2000) Language motivation revisited: Anniversary article Applied Linguistics, 20(2), 157-169 Retrieved from http://dx.doi.org/10.1093/applin/21.2.157 Thornbury, S., & Harmer, J (1999) How to teach grammar Harlow: Longman 38 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University APPENDICES APPENDIX A: Two sample tests Pre-test My best friend always _ funny jokes A telling B is tell C does tell D tells Children usually _ watching cartoons A like B likes C liking D are like In many countries, people until they are sixty-five A are work B works C work D is work Some students English well so they their own language A aren’t knowing / speak B don’t know / speak C doesn’t know / are speaking D know / aren’t speak My father enjoy working with other people He prefers working alone A doesn’t / never B isn’t / always C doesn’t / usually D.is / never Betty is very kind She helps old people A always B never C doesn’t D is She usually a lot of time to choose her clothes A spend B spends C spending D.is spend I always my teacher’s website to study English A visit B am visiting C don’t visit D visiting Please put your things on the teacher’s table A not B aren’t C doesn’t 39 D don’t The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 10 you always wear the same uniform every day? A Are B Does C Do D Is C has gone D was go 11 I shopping two days ago A go B went 12 The boy in the garden two minutes ago A was B is C did D were 13 The students _ black trousers, and blue T-shirts A were wear B wears C wore D did wear 14 His mother _ take any photos A wasn't B don't C didn't D weren't 15 He didn't _ the question A understood B understanding C understands D understand 16 The family fish for dinner yesterday A has B had C was had D have C are D did C buys D was buy C saw D seeing C yesterday D for 17 Where _ you stay in London? A was B were 18 She a new car last week A bought B buy 19 What did they in the aquarium? A see B were see 20 Did they play football ? A now B at the moment 21 What happened? Why _ you ? 40 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University A are / cried B were / cried C are / crying D did / cried 22 Listen! Somebody the door A is knocking B knocks C is knocks D knock C sleeps D is sleeping 23 Please be quiet My baby _ A is slept B slept 24 Why are you _ that fish? It smells terrible A eat B eating C ate D eats 25 My mother is busy at the moment She her favourite programme A watches B is watching C has watched D watched C rang D ring 26 I think your phone is _ A ringing B rings 27 Some students their homework in the classroom now A were doing B is doing C did D are doing 28 They _ to their teacher They are chatting with each others A are listening B aren't listening C listened D didn't listen 29 Some men are waiting outside for you A now B two hours ago C yesterday D an hour C you D was you 30 Why _ you waiting here? A did you B are you 31 I am not very short I am _ than you A tall B shorter C taller D more short 32 I like cats I think cats are _ than dogs A more cute B cuter C more cuter 41 D most cuter The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 33 London is _ than Cambridge because Cambridge is _ A noisier / more small B more noisy / smaller C noisier / smaller D more noisier / small 34 Tablets are _ than smart phones Smart phones are very expensive A cheap B more cheap C cheaper D more cheaper 35 Our house is _ than my grandparents’ house My grandparents’ house is not very big A bigger B smaller C more smaller D more big 36 Camels are usually _ than horses but they are _ than horses in deserts A slower / more fast B slower / faster C slow / fast D more slow / more fast 37 Nights are _ than days in winter A shorter B more short C longer D more long C more easier than D more easier from 38 I think English is _ Maths A more easy from B easier than 39 My friends are _ than me because their English is _ than my English A sadder / better B happier / gooder C sadder / badder D happier / better 40 I want to eat this sandwich because I am _ than my father A more hungry B hungry C hungrier D more hungrier 41 Olivia is my friend We share our secrets A closest B closer C more closer D the most closer 42 Scientists can take _ bits of DNA and they can work on it A smallest B the smallest C the more small D the more smallest 43 She is _ student in the class She never misses anything that the teacher says A more careful B the carefuller C the most careful 42 D more carefuller than The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 44 She is probably _ person I know A angrier B the angrier C more angry D the angriest 45 I think grapefruit is _ fruit I can’t even eat a slice of it A the sourer B the most sourest C the more sourest D the sourest 46 In the USA, one of _ female names is Olivia A the popularer B more popular C the most popular D most popularer 47 He won the race again because he is _ runner in the class A the faster B the fastest C more faster D the most faster 48 He has got a lot of luxury cars He is one of _ people in this city A the richest B the poorest C richer D poorer 49 They have got three sons is an English teacher A The olders B The oldest C The most older D The most oldest 50 He is _ person in this company because he is the boss A more powerful B the more powerful C the most powerful D the most powerfullest Post-test How often you have English lessons? A are B got C D is C cleaning D cleans We our teeth after breakfast A clean B are clean My father _ get up early at the weekends A isn't B doesn't C don't Our lessons _ at nine o'clock 43 D aren't The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University A starts B starting C are start D start The people in Brazil _ speak Spanish They speak Portuguese A aren't B doesn't C don't D isn't He a shower in the morning A doesn't have B doesn't has C don't have D don't has C Were D Does the library open at half past nine? A Do B Are They _ the bus to work at eight o'clock every day A catch B are catch C catches D catching Susan a lot of time surfing the net every day A spend B doesn't spend C don't spends D doesn't spends 10 They really _ travelling, so they to go abroad as often as possible A enjoys / tries B enjoy / tries C enjoy / try D don't enjoy / try 11 I _ the kitchen floor yesterday A mopped B was mopped C mopping D am mopping 12 First she the door and then she out A opened / was going B opened / went C was opening / went D opens / went 13 Elvis Presley many great songs A is singing B was sung C sang D was sang C had D was had 14 I _ a hamburger for lunch A was have B am have 15 How _ your friend get to the airport yesterday? 44 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University A was B are C does D did 16 Where _ your friends _ after school yesterday? A was / going B were / went C did / went D did / go 17 Steven Spielberg TV programmes and then he _to direct films A directed / started B was direct / started C directed / was starting D did direct / started 18 _ you Tom yesterday? A Were / see B Have / see C Did / see D Did / saw 19 Nobody the school uniforms yesterday A did wear B didn't wear C was wear D wore 20 My father my grandparents yesterday A visited B did visit C visits D was visit 21 Martin _ in front of the window at the moment A stands B is standing C is stand D are standing 22 You can turn up the volume of TV The baby _ A isn’t sleeping B is sleeping C sleeps D doesn’t sleep 23 Hurry up! Your father _ in the car A waits B isn’t waiting C is waiting D doesn’t wait 24 You don’t need to take an umbrella It _ outside now A is raining B doesn’t rain C isn’t rain D isn’t raining C isn’t knock D are knocking 25 Listen, somebody _ the door A is knocking B knock 26 It _ heavily now and she _ wet because she _ have an umbrella 45 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University A rains / is getting / doesn’t B is raining / is getting / doesn’t C is raining / is getting / isn’t D rains / gets / doesn’t 27 The sun _ and the birds _ It is a lovely day today A shines / sing B is shining / sing C is shining / are singing D is shine /are sing 28 I _ to a song in English now but I _ anything A am listening / am not understanding B am listening / don’t understand C listen / don’t understand D am listening / am not understand 29 Where are my keys? I _ them A am finding B am wanting C am search D am looking for 30 Terry _ fast food but he _ a sandwich now A don’t like / is eating B isn’t liking / is eating C doesn’t like / is eating D isn’t like / eats 31 An elephant's brain is a whale's brain A more big than B bigger than C the bigger than D the biggest 32 Monkeys are learners than elephants A faster B very fast C more faster D more fast C more taller than D taller than 33 I am _ my brother A tall than B taller 34 Tom thinks that his car is _ than my car A expensiver B more expensiver C most expensive D more expensive 35 This examination is than the other examination A more easy B difficult C more difficult 46 D more easier The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 36 David is _ than Ed Ed is arrogant A more modest B arrogant C modest D most modest C peaceful than D more peaceful than 37 My town is _ this city A more peaceful B peacefuller than 38 The test says that Mark is more _ Becky A taller than B creative than C happier than D faster than 39 Some students are more than others A cleverer B successful C braver D slower 40 I was ill yesterday but I am _ today A better B gooder C weller D best C longest D longer 41 When is the _ day of the year? A most long B most longer 42 Jupiter is the _ planet in our Solar System A bigger B biggest C bigger than D most biggest 43 Who is the _ person in your family? A longer B most longer C tallest D more tallest 44 I think Shakespeare is _ English poet A most famous than B the famouser C the most famous D most famouser 45 He is very rich His car is _ car in this town A the most expensive B more expensive C expensiver D most expensiver 46 I think this is _ movie about Word War II A better than B the best C bad 47 D worst The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University 47 He is _ student in the class A laziest B the most lazy C the most successful D the more successful 48 His _ success is to finish high school A the most important B most important C more important D more important than 49 The _ mountain in the world is Mount Everest A most high B higher C more higher D highest 50 My brother is _ person in our family A tallest B longest C the shortest 48 D most highest .. .The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University THE EFFECT OF TEACHING GRAMMAR COMMUNICATIVELY ON STUDENTS’. .. Communicative Competence At Nguyen Tat Thanh University The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Table of Content... develop communicative competence The Communicative 18 The Effect Of Teaching Grammar Communicatively On Students’ Grammatical And Communicative Competence At Nguyen Tat Thanh University Language Teaching