(LUẬN văn THẠC sĩ) the appropriateness of CLT focus on form instruction to high school students at to hien thanh school

It is aimed at finding out the appropriateness of teaching grammar in the light of CLT to students at To Hien Thanh high school in general and students of grade 11 here in particular..

FACULTY OF POST-GRADUATE STUDIES

- -

HOÀNG THỊ TÂN

THE APPROPRIATENESS OF

CLT FOCUS ON FORM INSTRUCTION TO

HIGH SCHOOL STUDENTS AT TO HIEN THANH SCHOOL KHẢO SÁT SỰ PHÙ HỢP VỀ VIỆC DẠY NGỮ PHÁP THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO HỌC SINH THPT TẠI TRƯỜNG TÔ HIẾN THÀNH

M.A MINOR THESIS

Field: English Teaching Methodology

Code: 60.14.10

Course: K18 (2009 – 2011)

Hanoi, 2011

FACULTY OF POST-GRADUATE STUDIES

- -

HOÀNG THỊ TÂN

THE APPROPRIATENESS OF

CLT FOCUS ON FORM INSTRUCTION TO

HIGH SCHOOL STUDENTS AT TO HIEN THANH SCHOOL KHẢO SÁT SỰ PHÙ HỢP VỀ VIỆC DẠY NGỮ PHÁP THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO HỌC SINH THPT TẠI TRƯỜNG TÔ HIẾN THÀNH

M.A MINOR THESIS

Field: English Teaching Methodology

Code: 60.14.10

Course: K18 (2009 – 2011)

Supervisor: Vũ Mai Trang, M.A

ABSTRACT

The minor thesis is concerned with “ The appropriateness of CLT focus on form

instruction to high school students at To Hien Thanh School”

It is aimed at finding out the appropriateness of teaching grammar in the light of CLT to

students at To Hien Thanh high school in general and students of grade 11 here in particular The objectives of study are to investigate contextual factors affecting the application of CLT focus on form instruction to students; to evaluate contextual appropriateness of the focus on form approach then to give some suggestions and some solutions of teaching method to bring about better results in CLT English language teaching and learning

To achieve the aims and the objectives of the thesis, many references were selected, read and filtered for information The author used Survey questionnaires for 5 teachers and 100 students at To Hien Thanh high school, Class observation, Post-observation interviews All the data collected were consolidated and categorized The results were analyzed and presented in forms of tables and figures The observational notes were jotted down to provide the findings in form of reflections

The minor thesis consists of three parts and three chapters Part I is introduction It provides a general overview of the study with specific references to the rationale, the aims and the objectives of study, research questions, research methods, context of study, data collection method, scope of study, purpose and significance of study Part II is

development Part II consists of three chapters: Chapter I, Literature review, is concerned

with definitions and concepts of the terms: Focus on Form vs Focus on Forms, Contextual

Appropriateness of teaching methods Chapter II, Research methodology, introduces context of study, methodology, survey instruments, data analysis Chapter III, Findings

and discussion, is devoted to a detailed description of findings and the discussion In this

chapter, explanation and interpretation of the findings are explored Part III, conclusion, gives a conclusion, recommendations, limitations of the study and then gives some suggestions for further study

TABLE OF CONTENTS

Page

PART I: INTRODUCTION

1.Rationale……… 1

2 Aims and objectives of study………2

3 Research questions………2

4 Research method……… 3

5 Context of study………3

6 Data collection method……… 4

7 Scope of the study……… 4

8.Purpose and Significance of study……… … 4

9 Design of the study……… 4

PART II - DEVELOPMENT CHAPTER I: LITERATURE REVIEW……… 6

I.1 Focus- on- forms vs Focus- on- form……… 6

I.1.1 Focus on forms……….7

I.1.2 Focus on form……… 8

I.2 Contextual Appropriateness of teaching methods……….9

CHAPTER II: RESEARCH METHODOLOGY II.1 Context of study……… 10

II.1.1 The syllabus……… 10

II.1.2 The participants……… 10

II.1.3 Textbook………11

II.1.4 The Socio-cultural environment 13

II 2 Methodology……… 13

II 3 The survey instruments……… 13

II.3.1 The questionnaires 13

II.3.2 Classroom observation……… 14

II.3.3 The post-observation interviews with two teachers……….…….15

II.4.Data analysis……… …… 15

II.5 Summary……… 16 CHAPTER III: THE FINDINGS AND DISCUSSION

III.1 Findings and discussions……… 17

III.1.1 The findings from survey questionnaires and discussion………17

III.1.2 The findings from classroom observation and discussion………25

III.1.3 The findings from post-observation interviews and discussion………… 29

III.2 Summary……… ……….31

PART III: CONCLUSION 1 Conclusion 33

2 Suggestions……… ………34

3 Limitations of the study……… 34

4 Recommendation for further study……… 35 REFERENCES……… I APPENDIXES……… III

Appendix I Survey questionnaire for teachers.……… III Appendix II Survey questionnaire for students IV Appendix III Two lesson plans……….….VI Appendix IV Interviews………XII

LIST OF ABBREVIATIONS

CLT Communicative Language Teaching

ELT English Language Teaching

GCSE General Certificate of Secondary Education

L1 First Language

L2 Second Language

LIST OF TABLES

Number

of table

Name Page

Table 2 Teacher’s opinions about the role of grammar in teaching

English

20

Table 3 Teacher’s opinions about the purpose of grammar in teaching

English

21

Table 5 Teacher’s ways of correcting students’ mistakes while

teaching grammar.

23

Table 6 Students’ opinions about grammar lessons at school 24

Table 7 Students’ opinions about the effectiveness of the ways of

learning grammar

25

Table 8 The activities do you enjoy taking part in when learning

grammar

27

Table 9 The ways students want their teacher to correct their mistakes 28

PART I : INTRODUCTION

1 Rationale

There is no doubt that English has been used as a tool of communication among native speakers as well as non-native ones No one can deny the important role of English in every field of life Nowadays, the demand for learning English is increasing in Vietnam People learn English for many purposes, such as getting jobs in foreign companies, studying abroad, communicating in English with foreigners, passing exams, etc Learning English now is not only an interest but also a practical need for many people

Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam Nowadays, teacher not only transfers knowledge but also guides, organizes students’ learning activities The aim of language teaching is

to help students understand language as well as use it actively in real life; after a language lesson, students can communicate in English To reach these purposes teachers have to try a lot

In fact, at To Hien Thanh high school, teaching English grammar in the light of communication has some problems, such as students’ levels, teachers’ methods, facilities, textbooks, etc Students here are almost bad at English They are lack of knowledge of English: vocabulary, grammar They spend little time on learning English They pay more attention to learning natural science subjects: Maths, Physics, Chemistry Because of students’ bad attitude to learning English, the teachers of English at To Hien Thanh high school have many difficulties in applying communicative language teaching Further more, facilities here are not good There are no cassettes to teach listening When teaching listening lessons, teachers have to read tape scripts Students have no chance to practice English in real life, no chance to listen to English from native speakers Besides those reasons, textbook is also a difficult problem for students at To Hien Thanh high school Most tasks in

textbooks Tieng Anh 10, 11, 12 are in the light of communication Those tasks give students

situations to practise English and require them to use English actively It is very good for students

to learn and practise , but for students at To Hien Thanh high school, it is a problem

In Vietnam each school year has two semesters Students of secondary schools have at least three English lessons per week They have to take four or five written tests and only one oral test per semester Furthermore, what they learned at secondary school is little In English lessons of high school, teacher almost starts from basic structures and the simplest knowledge With the experience

of 18 years working as a teacher of English and of 14 years teaching English at To Hien Thanh high school, the author always concerns with how to help students learn English better, how to motivate them in learning English and how to reach the aim of teaching English in the light of communication Those are the questions the author always thinks of Successful application of CLT requires certain conditions such as class size, language environment, facilities, teachers’ facilitative

role, students’ active role, textbook, etc Those things can not be all met in the context of English teaching and learning at To Hien Thanh high school The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at To Hien Thanh high school in particular

For the above reasons, in this minor thesis, The author intends to investigate the appropriateness of

focus on form instruction in the light of CLT to high school students at To Hien Thanh high school then to give some suggestions to make English teaching and learning activities at To Hien

Thanh high school more communicative The author hopes that this study will have some contribution to improving the application of CLT in ELT in general, English grammar teaching in particular at To Hien Thanh high school

2 Aim and objectives of study

The aim of the study is to find out the appropriateness of focus on form instruction in the light of CLT to high school students at To Hien Thanh school

The objectives of study are:

First, to investigate contextual factors affecting the application of focus on form approach at To

Hien Thanh high school

Second, to evaluate contextual appropriateness of the focus on form approach at To Hien Thanh

high school

Last, to give some suggestions and some solutions of teaching method so that applying CLT in

teaching and learning English at To Hien Thanh high school has good results and effectiveness

3 Research questions: To achieve the aims and the objectives of the thesis, the following

research questions were proposed:

1 To what extent is focus on form instruction used at To Hien Thanh high school ?

2 How appropriate is focus on form instruction to students at To Hien Thanh high school ?

3 What should teachers do to bring about better results in CLT English language teaching and learning?

4 Research method

The main methods utilized in this study are Survey questionnaires for teachers and students, Class observation, Post-observation interviews with two teachers To carry out the study, many references were selected, read and filtered for information and the following instruments were

used

Questionnaires: to find out the ways of teaching and learning grammar at To Hien Thanh school

Questionnaire for students: to investigate students’ real situation of learning English and to

+ Questionnaire for teachers: to get teachers’ opinions about the ways they teach grammar

lessons

Classroom observation: to clarify and test the validity of information about teaching grammar in

the light of communication The author did not observe lessons of all 5 teachers but only two of them who are on behalf of two teaching styles

Post-observation interviews with two teachers: the author conducted two interviews with two

teachers whose lessons had been observed to get better insights into teachers’ perceptions and attitudes toward teaching grammar in the light of CLT

5 Context of study

5.1 The syllabus

In this part, only the syllabuses for students of grade 11 are mentioned

5.2 The participants

There are two groups of subjects in this study:

The first group: 5 teachers of English at To Hien Thanh high school They are at the ages of from

33 to 41 with from 8 to 18 years working as teachers of English

The second group: 100 students of grade 11 at To Hien Thanh high school They are from17 to18

years old

5.3 The textbook

In this study, the author intends to survey only students of grade 11, so the textbook the author

considered in this study is Tieng Anh 11 in order to find out whether the tasks in this textbook are

appropriate to students of grade 11 at To Hien Thanh high school

5.4 The Socio-cultural environment

In this part the author mentions to the Socio-cultural environment in Vietnam in general and at To

Hien Thanh high school in particular

6 Data collection method

All the data collected from questionnaire for teachers, questionnaire for students, classroom observation, post-observation interviews with two teachers were consolidated and categorized The results were analyzed and presented in forms of tables and figures The observational notes were jotted down to provide the findings in form of reflections teaching at To Hien Thanh high school The subjects of the study are students of grades 11 and teachers of English at this school

7 Scope of the studyThe study only focuses on teaching and learning grammar in the light of

communicative language

8.Purpose and Significance of studyThis study is carried out to find out the appropriateness of

focus on form instruction to high school students at To Hien Thanh School Successful application

of communicative language teaching in teaching grammar not only helps teachers and students in

teaching and learning grammar more actively and more effectively but also helps change the

students’ learning style from passive to much more active

This project can be significant in a number of ways It helps to identify the appropriateness of teaching grammar in the light of communication to students at To Hien Thanh high school and suggests ways of improving students’ communicative competence

9 Design of the study

The study consists of three parts and three chapters:

Part I: Introduction, provides a general overview of the study with specific references to the

rationale, the aims and objectives of study, research questions, research method, context of study, data collection method, scope of study, purpose and significance of study, design of the thesis

Part II: Development, includes three chapters:

Chapter one: Literature review This chapter provides definitions and concepts of the terms:

Focus on Forms vs Focus on Form, Contextual Appropriateness of teaching methods

Chapter two: Research methodology, introduces the context of study, methodology, the survey

instruments and data analysis

Chapter three: Findings and discussion It is devoted to a detailed description of findings and the

discussion In this chapter, explanation and interpretation of the findings are explored

Part III: Conclusion, gives conclusion, recommendations, limitations of the study and then gives

some suggestions for further study

PART II : DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

This chapter provides definitions and concepts of the terms: Focus on form vs Focus on forms, Contextual appropriateness of teaching methods

I.1 Focus- on- forms vs Focus- on- form

I.1.1 Focus on forms

I.1.1.1 Definitions of focus on forms

I.1.1.2 Advantages and disadvantages of focus on forms

I.1.2 Focus on form:

I.1.2.1 Definitions of focus on form:

I.1.2.2 Advantages and disadvantages of Focus on form

I 2 Contextual Appropriateness of teaching methods

METHODOLOGY