(SKKN mới NHẤT) SKKN promoting high school students grammatical ability through context

Background /context In recent years, teaching grammar has become one of the most challengingissues of English language teachers.. This has urged educators and researchers to look for ef

TÊN CƠ QUAN QUẢN LÝ CẤP TRÊN ………

(Ghi đầy đủ tên gọi giải pháp bằng chữ in hoa đậm)

Người thực hiện: Vũ Cẩm Thu Lĩnh vực nghiên cứu:

- Quản lý giáo dục 

- Phương pháp giáo dục 

- Phương pháp dạy học bộ môn: Tiếng Anh 

(Ghi rõ tên bộ môn)

- Lĩnh vực khác: 

(Ghi rõ tên lĩnh vực)

Có đính kèm: Các sản phẩm không thể hiện trong bản in sáng kiến

 Mô hình  Đĩa CD (DVD)  Phim ảnh  Hiện vật khác

(các phim, ảnh, sản phẩm phần mềm)

Năm học: 2019 - 2020

SỞ GIÁO DỤC - ĐÀO TẠO ĐỒNG NAI TRƯỜNG THPT NGÔ QUYỀN

Có đính kèm: Các sản phẩm không thể hiện trong bản in sáng kiến

 Mô hình  Đĩa CD (DVD)  Phim ảnh  Hiện vật khác

(các phim, ảnh, sản phẩm phần mềm)

Năm học: 2019 - 2020

INTRODUCTION Error: Reference source not found

1 Background /context Error: Reference source not found

2 The scope of the research Error: Reference source not found

3 Rationale 1

4 Research aims (Purposes) 2

CONTENTS OF THE RESEARCH 2

I REALITY OF TEACHING AND LEARNING SPEAKING 2

II RESEARCH CONTENTS 3

1 Research procedures/ definitions of terms Error: Reference source not found 2 Advantages and disadvantages of meaningful activities 7

3 Evaluation of the research 8

a Novelty of the research ( Innovations) Error: Reference source not found b Effectiveness Error: Reference source not found c Applicability of the research Error: Reference source not found CONCLUSION 9

REFERENCES Error: Reference source not found

APPENDIX: RESEARCH DESIGN Error: Reference source not found

Appendix 1: Research Question Error: Reference source not found

Appendix 2: Error: Reference source not found

1 PPP ( Presentation – Practice – Production )

2 EFL ( English as a foreign language )

3 ESL ( English as a second language )

1 Tên sáng kiến:

PROMOTING HIGH SCHOOL STUDENTS’ GRAMMATICAL

ABILITY THROUGH CONTEXT

2 Lĩnh vực áp dụng sáng kiến: Giảng dạy môn Tiếng Anh

3 Tác giả:

- Họ và tên: Vũ Cẩm Thu Nam (nữ): Nữ

- Trình độ chuyên môn: Cử nhân Tiếng Anh

- Chức vụ, đơn vị công tác: Trường THPT Ngô Quyền

- Điện thoại: 0847018963 Email: camthu0408@gmail.com

Tỷ lệ đóng góp tạo ra sáng kiến (%): 100%

(Nếu là sáng kiến riêng của tác giả, ghi 100%; nếu có đồng tác giả, ghi số lượng % bản thân đóng góp)

TOPIC :

PROMOTING HIGH SCHOOL STUDENTS’

GRAMMATICAL ABILITY THROUGH CONTEXT

INTRODUCTION

1 Background /context

In recent years, teaching grammar has become one of the most challengingissues of English language teachers In fact, at high schools teachers have difficultymaking grammar instructions interesting to students In traditional ways of teachinggrammar, teachers often introduce forms, explain the usage of the grammar points andthen have students complete the follow-up exercises Therefore, students have to learn

by heart grammatical structures in a passive way, which fails to hold students’interest This has urged educators and researchers to look for effective methods ofteaching grammar, and my hypothesis is that teaching through context can getstudents to communicate more efficiently Context-based grammar plays an importantrole in helping teachers enhance students’ learning effectiveness It will contribute tomotivating students to study grammar because they will have more chances ofunderstanding how the new grammar structures work

2 The scope of the research

This case study is conducted in my school – Ngo Quyen High School situated

in the centre of Bien Hoa City with the participation of 90 students in 2 differentclasses aged 17 years old

3 Rationale

According to Krahnke (1985), grammar plays an instrumental role in languageteaching and it should be paid attention to when teaching a language although

Page 2teachers have tendency to focus on teaching four main skills –reading, speaking,listening and writing

In order to be competent language learners, students are recommended to learnand know about grammar This will help them to make sentences meaningful andexpress their words and messages effectively Furthermore, it can enhance students tomaster four main skills: build good sentences in writing, make sentences clear tounderstand in speaking conversations, identify the main points in listening talks andunderstand the key ideas in reading passages With the lack of grammar, studentscannot develop language skills Like Emery (1978), she compared the failure oflanguage skills due to the state of not knowing grammar with unskilled drivers who

do not know what makes the car run This contributes to the fact that grammar isindispensable and essential in EFL language teaching

Tabbert (1984) also pointed that some classic mistakes learners faced were usingincorrect tenses, mismatching subjects and verbs, confusing the use of articles,mismatching the position of adjectives and nouns This is the reason why she claimedthat students need to learn grammar

Teaching grammar requires teachers a lot work to do One essential aspect ofteaching grammar is the ability to help learners gain an understanding of the nature oflanguage like patterns which create what people speak, listen, read and write (Azar,2007) In fact, people no longer use only simple single words, sounds, bodyexpressions to communicate with others since they know how to apply grammar intothe real context

Ellis (2006) also emphasized that grammar instruction includes methods thatmake learners identify specific grammatical form in a way that helps learners bothcomprehend it linguistically and produce it effectively A lot of researchers alsostressed the importance of teaching grammar that it cannot be ignored and if learnersare not taught grammar, they cannot develop the language skills professionally.(Richards & Renandya, 2002)

There has been a debate whether a suitable method of teaching grammar isapplied in the classroom Although the traditional grammar teaching PPP is used, this

method does not bring effects In fact, presenting grammar in context helps studentsknow how grammar is used and improve their knowledge in language skills.Obviously, teaching grammar in isolated sentences is an impractical way as it will notmotivate students’ ability to discover the rules and functions of grammar structures insentences It is believed that students need to experience grammar in a variety ofcontext so that they can use it correctly and apply it efficiently Hence, context-basedteaching grammar should be carried out in the classrooms.

4 Research aims (Purposes)

This research aims at investigating the effects of implementing teachinggrammar through context on the development of students’ language competence Italso aims to identify students’ problems and their learning styles with the expectationthat this new method will help them to get the hang of perceiving the rules of newgrammar structures and providing accuracy in the target language

CONTENTS OF THE RESEARCH

I REALITY OF TEACHING AND LEARNING GRAMMAR

In recent years, the most popular traditional grammar teaching approach is PPP(Presentation – Practice – Production) However, Long and Doughty (2009) claimedthat this approach is not effective because it cannot enable students to apply what theyhave learnt into communicative context This means that they understand the rulesclearly, but they cannot use them to communicate with others and recognize howgrammar rules work in sentences, which prevents the effectiveness of learninggrammar Therefore, it is the teachers who are responsible for helping studentscomprehend the meaning and the usage of language; and also show them what thegrammatical form of the new language is and how it is used in speaking and writing.This leads to a new approach of grammar instruction - teaching grammar throughcontext

Page 4

II RESEARCH CONTENTS

1 Research procedures / definitions of terms

This case study will be conducted with 90 students divided into two differentgroups Each group includes 45 students The experimental group is the group ofstudents who are taught lessons integrated with new method – teaching grammarthrough context, whereas the group of students who are taught like the normal lessons(traditional method: PPP) form the control group A pre-test will be carried out tomake sure that both two groups have the same proficiency level At the end of thesecond term, two groups are tested in order to get the scores of each learner Thosetest scores will be analyzed and collected to serve for data of the findings After that,

my colleagues and I will join a meeting to compare the results of the experimentalgroup and the control group to examine the effects of applying contexts in teachinggrammar on the ability to discover rules and functions of grammar structures as well

as apply it into language skills

Those groups of students are experimented at the second term and they aretaught in the English course-book Grade 11 (Vietnamese Ministry of Education) Allstudents are taught the same lesson; however, there is one group of students are taughtgrammar through contexts, whereas the other group are taught grammar by usingclassical method (the teacher explains the rules and forms and then uses some drills toget students familiar with the new grammar structures) Additionally, I will be theteacher of 2 groups of students to investigate the real effects as well as to makestudents feel comfortable to take part in the lessons

The study includes 2 tests: one pre-test and one post-test for both 2 groups Apre-test is a grammar test Because this kind of test aims at being a standard to showthat students have the same level of English competence, it will be derived from theknowledge they have learnt before which is in the English Course-book Grade 11 atthe first term After that, the students taking part in the research are divided into 2groups: experimental group and control group They are taught the grammar lessons

of the second term of the course-book The control group are exposed to lessons with

the traditional, explicit grammar teaching, while the experimental group are taughtgrammar lessons through their contexts

At the end of the second term (after 8 weeks), there is a post-test which isextracted from the Course-book of the second term for both 2 groups The test is thegrammar test including multiple choice and sentence transformation tasks.Instructions are given before the tests to avoid misunderstanding among students.There are 40 questions, each of which is 25 points The total score is 100 points Fourcolleagues and I will mark the students’ papers, collect data and analyze data throughtranscription

To make sure the fairness and efficiency of the study, two kinds of test: pre-testand post-test are in the paper test and marked both the person who teaches them andfour partners in my department

Data is collected through the results of the post-test Besides, two methods:questionnaire and interview are also applied to collect the data The questionnaireincludes open and close-ended questions to investigate learners’ attitudes andviewpoints towards learning grammar through context and raise their awareness of theimportance of studying grammar in contexts While students do the questionnaire, theteacher explains and gives possible and necessary guidance so that they can meet therequirements of the questionnaire

Interviews are conducted with the help of four partners in my English Team.They are asked some questions about their points of view about teaching grammar incontexts in their lessons The questions are designed as open-ended questions Theinterview will last 30 minutes for each interviewee Moreover, the place and thepurpose of the interview will be informed beforehand and in details to create thecomfortable feelings among the participants Each teacher will be interviewed onetime at the beginning of the research and their answers will be recorded by a cassetterecorder

After students take post-test, the results are collected and analyzed I will haveone colleague make a table of all the scores of 90 students of both two groups onMicrosolf Excel and arrange the scores from the highest to the lowest score;

Page 6especially to differentiate the score of 2 groups, I will color the score of the controlgroup blue and the experimental group will be in red After that, four colleagues and Iwill hold a meeting to analyze the results to see whether the new grammar teachingtechnique (teaching grammar through contexts) can bring the effective results If thismethod is successful (the score of the experimental group is higher than that of thecontrol group), it will be implemented in the most of my students and all the students

in my school in the long run

 Application

a) Unit 2: The past tense (Past simple & Past continuous)

In this lesson, I will teach two English tenses in a context:

Jane comes from Italy She is now living and working in the outskirts of Italy HerEnglish is quite good as she has studied it at school for over 10 years and she has

worked for a company where English is the necessity Some weeks ago, she went to London for the first time to visit four high school friends She stayed there for a week and in that time Jane and her friends had a busy schedule – they visited many famous

places in London such as The London Eye, Tower of London, Sea Life London,

Madame Tussauds, ZSL Lonson Zoo, ate some famous foods in different restaurants every day, walked up the steep hills, and did lots of shopping in the fantastic department stores They took lots of photographs during the trip

One evening Jane and her friends were having dinner when the fire alarm went off, but the waiters seemed to be calm They still carried on working Everyone around continued eating Jane and her friends wondered why everyone still went on eating with their meals even though the fire alarm was sounding Jane and her friends decided to get out quickly, but just as they went out of the door they saw a sign at the

entrance of the restaurant warning customers that there was going to be a fire alarm

test that evening At that time, Jane and his friends felt a bit embarrassed.

STEPS:

 Firstly, I ask the class if anyone has been to/would like to go to London Ifanyone has, they can tell the others something about it If no one has not been to,

they can tell me what London like through what they know on television or onthe Internet I also show some pictures of London to motivate the class to talkabout it

 Secondly, I’ll tell my students that they were going to read about Jane – a cutegirl who visited London for the first time They read the text and answer thequestions: “Why did Jane visit London? How many people was she with? Whydid they stop eating dinner at one restaurant? Did they finish their meal later?”

 Thirdly, I’ll highlight 2 sentences from the text, 1 sentence with past simple, 1sentence with past continuous

 Next, I’ll ask students to underline other examples of the past simple and pastcontinuous, discuss the use of two tenses in pairs or small groups

 After that, I conclude the forms and uses of 2 tenses

 Lastly, I ask students to write sentences using these two tenses

Through context the students will see the usage of grammatical patterns better, andthe context help them understand how to use grammar forms and structures In thefollowing contexts again two English tenses are presented

b) Unit 12: RELATIVE CLAUSE

In this lesson I teach my students RELATIVE CLAUSE in context

In fact, it’s really a consolidation because they have already it learnt before

STEPS:

 Firstly, I’ll show my students the picture of The Mona Lisa and ask if they knowthe person who painted such masterpiece I tell the students that they were going

to learn some very interesting things about Leonardo Da Vinci, a genius of the

15th century And their task is to recognize what grammar point is referred to inthe text

 Secondly, I give my students a small text about Leonardo Da Vinci The studentswork in groups, scan the text and answer “the grammar point is RELATIVECLAUSE”