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Bài tập lớn (Thi kết thúc) Môn Phương pháp luận nghiên cứu khoa học (EN05.045), Nội dung của bài tập lớn cung cấp cho sinh viên những hiểu biết những hiểu biết về phương pháp luận nghiên cứu khoa học, các dạng thức làm khoa học và vận dụng các phương pháp nghiên cứu khoa học và các dạng thức khoa học vào việc nghiên cứu, đặc biệt là trình bày các kết quả nghiên cứu khoa học theo đúng chuyên ngành ngôn ngữ học và viết bằng tiếng Anh.
MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY A STUDY ON USING VISUAL AIDS TO TEACH GRAMMAR THE FIRST-YEAR STUDENTS AT HA NOI OPEN UNIVERSITY (NGHIÊN CỨU VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ NHẤT Ở TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI) B.A THESIS Field: English Language Code: 7220201 Hanoi, 2021 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY NGUYEN PHUONG LINH A STUDY ON USING VISUAL AIDS TO TEACH GRAMMAR THE FIRST-YEAR STUDENTS AT HA NOI OPEN UNIVERSITY (NGHIÊN CỨU VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ NHẤT Ở TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI) B.A THESIS Field: English Language Code: 7220201 Supervisor: M.A TRAN THI HUONG Hanoi, 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, certify my authority for the research project report entitled:“A Study on using Visual Aids to teach Grammar the first-year students at Ha Noi Open University” Completed part of the requirement for a bachelor's degree in English Language Except where references are indicated, no other person's work may be used without proper acknowledgment in the text of the thesis Hanoi, 2021 NGUYEN PHUONG LINH Approved by SUPERVISOR M.A Tran Thu Huong Date: ACKNOWLEDGEMENTS For the completion of this work, I have been fortunate to receive the great help and useful advice from my teachers, my family as well as my friends First of all, I would like to express my profound gratitude and indebtedness to my supervisor - M.A Tran Thu Huong, who during the course of my writing has always been most willing to give enthusiastic instruction, excellent suggestions, expert advices, as well as to discuss with me the usefulness and validity of various sections of this work Furthermore, I also wish to convey my sincere thanks to the teachers at Hanoi Open University for their precious assistance, knowledge, experience and enthusiasm in their lectures, from which I have acquired valuable knowledge and inspiration to fulfill this minor thesis I also would like to express my indebtedness to my family, my friends and colleagues who have given me constant support and love during the completion of the thesis Nguyen Phuong Linh ABSTRACT Nowadays, in Vietnam, English is used more and more widely by both the young and the old Therefore, the teaching and learning of English have become more significant In any languages, grammar is considered one of the most essential elements of language We can hardly comprehend the meaning exactly if we not use grammar appropriately So poor knowledge of English grammar can effect both the learning and teaching of English This thesis has been written with the intention of recording my students’ and my own reflections on and reaction to the theme Visual Aids in Teaching and Learning Grammar during the course To know about the useful of visual aids in teaching grammar, this graduation paper limits itself to “A Study on using Visual Aids to teach Grammar the first-year students at Ha Noi Open University” Based on theoretical and practical findings, some kinds of visual aids and their use in teaching grammar will be introduced The study suggests one of the most effective and interesting ways in presenting, practicing and producing a grammatical structure It is hoped that this study may be useful for those who are seeking the teaching methods, which are aimed at improving the current English learning and teaching List of Abbreviations CLT: E.g: Etc: i.e : OHP: Communicative language teaching For example Et cetera That’s to say The Overhead Projector List of tables and figures I List of tables Table 1: Analysis of the data collected from students Table 2: Analysis of the data collected from the teachers II List of figures Figure 1.1: The chart about the students’ observation with the frequency of using visual aid of their teacher Figure 2.2: The chart about using of visual aids in teaching TABLE OF CONTENTS Certificate of originality…………………………………………………………………………………… Acknowledgements…………………………………………………………………………………………… Abstract……………………………………………………………………………………………………………… List of abbreviations………………………………………………………………………………………… List of tables and figures…………………………………………………………………………………… INTRODUCTION Rationale……………………………………………………………………………………………………… Aims and objectives of the study…………………………………………………………………… Research questions………………………………………………………………………………………… Scope of the study………………………………………………………………………………………… Research hypothesis ……………………………………………………………………………………… Sample of the study ……………………………………………………………………………………… Methods …………………………………………………………………………………………………………………… Evidences………………………………………………………………………………………………………………… INVESTIGATION Chapter 1: THEORETICAL BACKGROUND ………………………………………………… 1.1 Grammar……………………………………………………………………………………………………………… 1.1.1 Definition of grammar …………………………………………………………………………………… 1.1.2 Grammatical Structures…………………………………………………………………………………… 1.1.3 View on Grammar Teaching…………………………………………………………………………… 1.1.4 Principles for Teaching Grammar………………………………………………………………… 1.2 Visual Aids………………………………………………………………………………………………………… 1.2.1 Definition ………………………………………………………………………………………………………… 1.2.2 Roles of Visual Aids in language teaching…………………………………………………… 1.2.3 Roles of using Visual Aids in teaching grammar…………………………………………… Chapter 2: DATA ANALYSIS ………………………………………………………………………………………… 2.1 Introduction of the subjects…………………………………………………………………………… 2.1.1 Students, their background and learning conditions…………………………………… 2.1.2 Teachers and their working condition…………………………………………………………… 2.2 The purpose and the content of the questionnaires…………………………………… 2.2.1 The purpose of questionnaires……………………………………………………………………… 2.2.2 The content of questionnaires .……………………………………………………………………… Chapter 3: TEACHING APPLICATION………………………………………………………………………… 3.1 At the presentation stage…………………………………………………………………………………… 3.2 At the practice stage…………………………………………………………………………………………… 3.3 At the production stage……………………………………………………………………………………… CONCLUSION Recapitulation and Implications…………………………………………………………………………… Suggestions for Further Studies…………………………………………………………………………… REFERENCES APPENDIXES INTRODUCTION Rationale English has become an indispensable language in international communication as it is widely used in diplomacy, science, technology foreign trade, aviation and tourism It brings us chances to keep up with the development of the modern age Therefore, teaching and learning English, especially at university play a very important role in language acquisition However, the training quality is too low to meet demands of society It is partly because of the fact that the Grammar Translation Method that is still used widely at university Thus, it is necessary to apply new methods of teaching and learning to improve the situation The English language is completely different from Vietnamese language system so students have a lot of difficulties in learning and using English in gereral and grammartical structures in particular Meanwhile, grammartical structures are basic units to build up sentences, paragraphs and essays How to make grammar lessons more interesting How can we motivate students? The answers lie on teaching methods and the ways we exploit teaching materials Visual aids are widely accepted to be one of the most effective supplemental means of language teaching It makes language class more interesting and communicative If visual aids are made full use of, both teachers and students will benefit and results will be unexpected Therefore, in this study, we would like to give some suggestions for using visual aids effectively The effort of this study is try to give some contribution to improve the quality of teaching English at university by “A Study on using Visual Aids to teach Grammar the first-year students at Ha Noi Open University” Aims and Objectives of the study a Aims: - To study the current visual techniques in teaching grammar lessons - To investigate the causes of difficulties that teachers are facing with teaching grammar to the students with the help of visual aids, so teachers can both improve the advantages and limit the drawbacks of language visuals in teaching grammar lessons - To introduce some common kinds of visual aids and their roles in foreign language teaching and learning - To provide recommendations to the better process of teaching grammar based on the data analysis Also, some sources of visual aids will be recommended to be exploited in order to help teachers teach grammar in the light of the Communicative Language Teaching approach b Objectives: The thesis is carried out to answer the following questions: - What is grammar in English? - What are visual aids ? - What are the roles of visual aids in language teaching and roles of it in teaching grammar? - How to use visual aids suitably in teaching and learning English grammar Research questions The thesis is carried out to answer the following questions: - What is grammar in English? - What are visual aids ? - How to use visual aids suitably in teaching and learning English grammar Scope of the study In language teaching, Grammar may be taught in many ways such as: dialogues, text, translation and so on Within the scope of this study, we would like to focus on teaching grammar with visual aids As time is limited, the survey is carried out on a small scale so the results may not wholly reflect the real situation of using visual aids in teaching grammar the first-year students at Ha Noi Open University In this study, only applicable visual aids are mentioned as some visual aids like overhead project, flannel boards and magnet boards are not feasible in university Research hypothesis The quality of using visual aids in teaching first-year students at Hanoi Open University is still at an average level If visual aids are made full use of, both teachers and students will benefit and results will be unexpected Sample of the study The first year student at Hanoi Open University Methods In order to carry out this study, It is mainly based on the data and information collected from survey, observation and direct interview Besides, several books on language teaching, graduation papers of previous students are consulted with my supervisor for her constructive ideas and guidance Evidences Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods Chapter 1: THEORETICAL BACKGROUND 1.1 Grammar 1.1.1 Definition of grammar The term grammar seems to be very common and familiar in language teaching and learning In linguistics, grammar is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language The term refers also to the study of such rules, and this field includes morphology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics In general, when referring to grammar, learners know that is the way to make a sentence depending on the change of the form and the combination of words in the right order However, grammar can be defined in various ways 1.1.2 Grammatical Structures Grammar is a wipe aspect of a language A specific instance of it called a “structure” Structures are used in both oral and written discourse Such rules of past tense, noun plurals, passive form are examples of grammatical structure Each grammatical structure has its own form, meaning, and use For instance, the English comparison of adjective is expressed by “be + short adjectives + er + than” and “be + more + long adjectives + than” in which the conjugation of “be” depends on the number of the subject 1.1.3 View on Grammar Teaching In methodology history, there exist different methods Some of which disappeared after a time, others are still used by now such as Grammar Translation Method, Communicative Language Teaching (CLT) Although grammar is indispensable in 10 language learning, the place of grammar teaching is not the same in different methods Considering the linguistic competence and language form accuracy as the most important thing for language teaching and learning, the followers of the Grammar Translation Method and other methods of the structural approaches emphasize on grammar form and try their best to teach as much grammar of the target language as possible 1.1.4 Principles for Teaching Grammar Most often teach grammar implicitly The teacher presents examples of the structure and allows students to focus on the meaning without teaching grammar rules Present a grammatical item orally before presenting a written form and an explanation When listening, it is easier to focus on meaning When reading, it is easier to focus on the form Listening first will help the students understand the meaning communicated by the grammatical item Use visual aids to help students see the structures and the grammatical meaning Teachers can use structure tables or anything that students can see in order to make the structure easy and clear to notice Connect the form to meaning Students should understand the meaning of the structures they are studying To focus on meaning the teacher can use the structures in context (as in dialogues or paragraphs), show visual aids (pictures, photographs, graphs, etc.), or contrast with other similar structures which students already understand De-emphasize the use of special items The teacher should use common words but not a lot of grammatical terms like ‘aspect’, ‘gerund’, ‘agent’ or ‘transformation’ to describe the language 1.2 Visual Aids 1.2.1 Definition Visual aids are anything visible to learners, which teachers use for different teaching purposes in the class They can be photographs, flashcards moved from hand to hand, group to group, real things in the classroom or brought into the classroom or something can be seen through window or the teacher and the students themselves 1.2.2 Roles of Visual Aids in language teaching 11 Language is a means of communication so teaching a language should be “as varied as living and include as many approaches as possible” (Haycraft 1971:16) One of the most effective way to create language classroom more interesting is using visual aids As learning language is a complex process, visual aids are great help in stimulating the learning of foreign language It is true that students learn quicker through what they see 1.2.3 Roles of using Visual Aids in teaching grammar As a matter of fact, students usually find it hard and boring to learn and memorize grammatical structures Meanwhile, some teachers have to spend a lot of time explaining a grammar rule but sometimes, the results are not satisfactory It can be noticed that the presentation of grammar will be much easier and more effective through situations, contexts which visual aids provide Students can understand fully and practise more effectively Moreover, students can communicate successfully as they are exposed to the reality and practise orally more often with the help of visual aids Chapter 2: DATA ANALYSIS 2.1 Introduction of the subjects 2.1.1 Students, their background and learning conditions The first reason for my selection is that my selected participants are accessible All these students have learnt English for more than four year at secondary schools as they started to learn English when they were in grade Most of them have got familiar with teaching and learning methods at middle level The second reason is our awareness of the completeness and reliability of the data collected We must be well-informed about the real situation of teaching and adopting visual aids in teaching and learning grammar at our school 2.1.2 Teachers and their working condition Most teachers in the survey are female aged from twenty- six to fifty They have been teaching English for at least three years They usually teach classes with 40 to 60 students and each of them is in charge of three or four classes Meanwhile, teaching facilities are poor and backward Therefore, the main teaching material of the teachers is the textbook for students 2.2 The purpose and the content of the questionnaires 2.2.1 The purpose of questionnaires 12 Two kinds of questionnaires are designed, one for teachers, one for students (see the Appendices) These questionnaires are designed to gather necessary data and information about the teaching and learning of English grammar at high schools, which is done with the help of visual aids Teachers and students are encouraged to answer all questions and to express their own opinions on grammar teaching and learning 2.2.2 The content of questionnaires Attitude towards teaching grammar Teacher’s grammar teaching method Teacher’s and student’s self- assessment on the techniques of teaching grammar The use of visual aids to teach grammar Effect of using visual aids to teach grammar Difficulties in using visual aids to teach grammar Chapter 3: TEACHING APPLICATION 3.1 At the presentation stage The vital thing in mastering a language is continually learning new vocabulary and structures as it is one of the first- hand means to survive in the target language The duty of the teacher is to introduce learners new language items As Mackey Saul says, the most carefully graded selection of a language is useless it gets into the mind of the learners, the presentation of grammatical structures is really essential and the aim is to get structures into the learners’ mind 3.2 At the practice stage Having been introduced and explained new grammatical structures, students are believed to have perceived the material and taken into short - term memory, but have not really mastered it To achieve it, students have to absorb it into long -term memory Therefore, it is necessary to give them enough practice after the presentation stage At the practice stage, to work with new language items, the teacher’s main function is to provide them with the maximum amount of practice, which must be both meaningful 13 and memorable so that they can understand and produce examples of it This stage is often divided into controlled, guided and free practice ones 3.3 At the production stage Being considered to be the most important stage in the learning process, production stage is the time when learners are free to express, to exchange, to discuss opinions, ideas, feeling, experience, to play roles in certain situations and play games using both old and new structures These activities are done both in oral and written form CONCLUSION Recapitulation and Implications It cannot be denied that grammar plays a great role in language teaching so the teaching of grammar should be paid enough attention and effort However, the grammar teaching at high schools does not bring satisfactory results The Grammar Translation Method is still dominant Consequently, students cannot use English effectively in communication although they have learnt English for three to five years One of the reasons is the neglect of useful teaching aids and teaching techniques Therefore, it is necessary to have a change in the teaching method to improve the current situation Suggestions for Further Studies Due to the small scope of a graduation paper, and the limitations of the knowledge and experience, this study can not cover all aspects of the matter In this thesis, we just deal with a study on using Visual Aids to teach grammar the first-year 14 students at Ha Noi Open University As a consequence, we can have the following study orientations: - Other suggested ways to motivate learner through Grammar lesson and Activities and Games - Besides the research in using Visual Aids to teach Grammar, it can be applied in teaching reading, speaking, listening and writing In conclusion, we would hope and recommend that further studies will be carried out on other aspects of using visual aids, activities or game including useful solutions to facilitate students in their learning English Grammar 15 REFERENCES 10 11 12 13 14 15 16 17 18 Ahill, D (1990) Visual Impact London: Longman Bang, N & Ngoc, N.B (2001) A course in TEFL: Theory and Practice II Hanoi: Vietnam National University Billows, F.L (1981) Visual Aids to Language Teaching In Nast, R T(ed) London: Longman Bowen, B.M (1982) Look here! Visual Aids in Language Teaching London: Macmillan Press London Byrne D (1967) Teaching oral English London: Longman Doff, A (1998) Teach English Cambridge: Cambridge University Press Eric Hawkin (1984) Awareness of Language: An Introduction Cambridge: Cambridge University Press Harmer, J (1997) Teaching and Learning Grammar London: Longman Haycraft, B (1971) The Teaching of Pronunciation: A classroom guide London: Longman Lee, W.R & Coppen H (1970) Simple Audio Visual Aids to Foreign Language Teaching England: Oxford University Press Edition Lewis, M & Hill, J (1998) Practical Techniques for Language Teaching England: Language Teaching Publications Mckay, L.S (1987) Sociolinguistics and Language Teaching Cambridge: Cambridge University Press Palmer, Pictures (1983) Grammar – Penguin Books Middesex: Penguin Stem, H H (1961) Fundamental Concepts of Language Teaching England: Oxford University Press Ur, P (1998) Grammar Practice Activities Cambridge: Cambridge University Press Van Lam, Nguyen Thi & Phuong, Ngo Dinh (2007) English Teaching Methodology Vinh: Vinh University Wright, A., Buckby, M & Betteridge, D (2006) Game for Language learning Third edition Cambridge: Cambridge University Press Wright, A & Haleem, S (1991) Visuals for the Language Classroom London: Longman 16