a study on students’ difficulties in learning english grammar communicatively in class 10a9 at cam khe high school and some suggested solutions

NGUYEN THI BICH HONG A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH GRAMMAR COMMUNICATIVELY IN CLASS 10A9 AT CAM KHE HIGH SCHOOL AND SOME SUGGESTED SOLUTIONS B.A GRADUATION PAPE

NGUYEN THI BICH HONG

A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH GRAMMAR COMMUNICATIVELY IN CLASS 10A9 AT CAM KHE HIGH SCHOOL AND SOME

SUGGESTED SOLUTIONS

B.A GRADUATION PAPER Field: English Teaching Methodology

Phu Tho, 2018

NGUYEN THI BICH HONG

A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH GRAMMAR COMMUNICATIVELY IN CLASS 10A9 AT CAM KHE HIGH SCHOOL AND SOME

SUGGESTED SOLUTIONS Nghiên cứu về những khó khăn của việc học ngữ pháp qua đường hướng giao tiếp của học sinh lớp 10A4 Trường THPT Cẩm Khê và đề xuất một số

I am grateful to all the lecturers who have been teaching the K12 English pedagogy course ± Hung Vuong University

I would also like to thank teachers at Cam Khe High school for having given me the chance to work with their students and all the students participating in my study for their enthusiastic participation in the classroom observation and completing the survey questionnaire

Last but not least, I would like to express my gratitude to my family, my relatives and my friends for their support and encouragements during the research process

ABSTRACT

The target of the study is to investigate the difficulties in learning English grammar of the grade 10 students at Cam Khe high school The results show that students have the following difficulties: communicative grammar obstacles related to VWXGHQWV¶ORZOHYHORI(QJOLVKSURILFLHQF\VWXGHQWV¶OHDUQLQJVW\OHDQGXVLQJ PRWKHU WRQJXH SUREOHP WHDFKHU¶V LQVXIILFLHQW FRPPXQLFDWLYHFRPSHWHQFH WHDFKHU¶V PLVFRQFHSWLRQ DERXW &/7 DQG LQDSSURSULDWH PHWKRGmulti-level classes, current testing system and lack of class time

On the basis of the findings, some appropriate suggested solutions that can be employed to encounter this problem including: Training and retraining teachers

in CLT; teachers' self-improvement of speaking competence; organizing extra- curricuODU DFWLYLWLHV WR HQKDQFH VWXGHQWV¶ FRQILGHQFH DQG ZLOOLQJQHVV WRFRPPXQLFDWHLQ(QJOLVKHQFRXUDJLQJVWXGHQWV¶SDUWLFLSDWLRQLQFODVVDFWLYLWLHVLPSURYLQJVWXGHQWV¶(QJOLVKSURILFLHQF\

LIST OF ABBRIVIATIONS

CONTENTS

ACKNOWLEDGEMENTS i

ABSTRACT ii

LIST OF ABBRIVIATIONS iii

LIST OF TABLES AND CHARTS vii

PART A: INTRODUCTION 1

1 Rationale 1

2 Research purpose 2

3 Research questions 3

4 Previous studies 3

4.1 In the world 3

4.2 In Viet Nam 3

5 Research procedure 5

6 Research methods 5

7 Significance of the study 6

8 Scope of the study 6

9 Design of the study 6

PART B: DEVELOPMENT 8

CHAPTER 1: LITERATURE REVIEW 8

1.1 Overview of grammar 8

1.1.1 Definition of grammar 8

1.1.2 The importance of grammar 10

1.2 An overview on language teaching methods in teaching grammar 12

1.2.1 Deductive Approach 13

1.2.2 Inductive Approach 15

1.3 CLT on teaching grammar 18

1.3.1 Communicative competence 18

1.3.2 Definition of CLT 18

1.3.3 Characteristics of CLT 19

1.3.4 Stages in teaching grammar communicatively 21

1.3.5 CLT techniques 23

1.4 Difficulties in learning English grammar communicatively 27

1.4.1 Difficulties in learning grammar 27

1.4.1.1 Internal Problems 27

1.4.1.2 External Problems 27

1.4.2 Difficulties in learning in CLT 28

1.4.2.1 Difficulties from teachers 28

1.4.2.2 Difficulties from students 29

1.4.3 Difficulties from objective factors 32

CHAPTER 2: METHODOLOGY 34

2.1 Participants 34

2.2 Overview of the English textbook 35

2.3 The data collection instruments 36

2.3.1 Questionnaire for the students 36

2.3.1.1 Cause of choosing questionnaire 36

2.3.1.2 Questionnaire description 36

2.3.2 The classroom observation 37

2.3.2.1 Cause of choosing class observation 37

2.3.2.2 Observation description 37

2.4 Data analysis method 38

CHAPTER 3: RESULTS AND DISCUSSION 39

3.1 The results 39

3.1.1 The result from questionnaire 39

3.1.2 The result from the observation 48

3.2 Discussion 49

3.2.1 Difficulties faced by the students in learning grammar and their

expectations 49

7HDFKHU¶VUHODWHGIDFWRUVWKDWFDXVHGLIILFXOWLHVLQVWXGHQWV¶JUDPPDUOHDUQLQJ 50

3.3 Suggested solutions to enhance the efficiency of learning English grammar for grade 10 students at Cam Khe High school 52

3.3.1 Training and retraining teachers in CLT 52

3.3.2 Teachers' self-improvement of speaking competence 53

3.3.3 Organizing extra- FXUULFXODUDFWLYLWLHVWRHQKDQFHVWXGHQWV¶FRQILGHQFH and willingness to communicate in English 53

(QFRXUDJLQJVWXGHQWV¶SDUWLFLSDWLRQLQFODVVDFWLYLWLHV 54

,PSURYLQJVWXGHQWV¶(QJOLVKproficiency 54

3.3.6 Practising and revising 55

PART C: CONCLUSION 56

1 Main finding 56

2 Implication 56

3 Limitations and suggestions for further study 57

$33(1',;678'(176¶6859(<48(67,211$,5( I APPENDIX 2: OBSERVATION CHECKLIST FORM V APPENDIX 3: OBSERVATION FORM 1 VI APPENDIX 4: OBSERVATION FORM 2 VIII REFERENCES X

LIST OF TABLES AND CHARTS

PART A: INTRODUCTION

1 Rationale

Nowadays, English is used in a majority of countries in the world, as it is one of the most important languages for international communication The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English Many people are expected to be competent to communicate verbally with the outside world and to access technology In correspondence to this trend, in almost of schools, colleges, universities, English is a compulsory subject

Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc As a result, learning English now is not only an interest but also a practical need for many people

As in other countries, teachers of English in Vietnam are now using Communicative Approach to teach English grammar to learners of all levels Language learning has moved from the traditional to a more communicative approach In this current approach, language is considered as a form of social behavior The objective of language learning is to communicate fluently, appropriately and spontaneously in the cultural context of the target language Communicative competence, according to Canaled and Swain (1980), is made

up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence They hope to provide learners with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization At Cam Khe High school, where the author studies, English is a

compulsory subject in the curriculum and it is considered as a major subject for the high school examination It is taught with the purpose that students have some basic knowledge of English in order to communicate and to use it as a key

to science and technology However, there still exist many difficulties facing English language teachers in Vietnam in general and English language teachers

at Cam Khe High school in particular in teaching grammar skills to students The teachers of English at Cam Khe High school find it difficult to teach grammar successfully In the teaching situations, the students usually keep quiet

in lessons Certainly, there are many reasons for this If those difficulties are not found out and no solutions can be given, the grammar classes cannot be successful and students will be fed up with learning English if they find it worthless to study the subject

For the above reasons, in this minor thesis, the researcher would like to

ILJXUHRXW³a study on students¶GLIILFXOWLHVLQOHDUQLQJ(QJOLVKJUDPPDU communicatively in class 10A9 at Cam Khe High school and some

suggested solutions´DVWKHWLWOHIor the thesis in the hope that the researcher can

contribute a small part in helping her students and her colleagues to improve their learning and teaching English especially in learning and teaching grammar

that they may need for further study, work or leisure

2 Research purpose

This study intends to find out difficulties students are facing when learning grammar So, the focus will be:

x Determining the importance of grammar in English learning

x Investigating difficulties students are facing when learning grammar communicatively

x The causes of the difficulties in learning English grammar communicatively

x Suggesting some possible solutions to those difficulties

3 Research questions

The research will find the answers for the following questions:

x What are the difficulties of the grade 10A9 students when they learn English grammar communicatively?

x What are the solutions to improve their English grammar skill?

4 Previous studies

4.1 In the world

The study by Li Pei (2010) is a teaching experiment which aims at testing the impact of context-based approach on teaching unreal conditional sentences for freshmen majoring in English in Adult Education College of Soochow University, China The study was carried out from November 4th, 2008 to January 7th, 2010 The data were collected via the questionnaire, the interview, the pretest and the posttest and the final conclusion was: the use of context-EDVHG DSSURDFK KHOSHG WR LPSURYH VWXGHQWV¶ DZDUHQHVV DQG DWWLWXGHV WRZDUGVJUDPPDU OHDUQLQJ DQG SURPRWHG VWXGHQWV¶ DFTXLVLWLRQ RI (QJOLVK JUDPPDUlearning strategies

4.2 In Viet Nam

The teaching of grammar has always been a central aspect of foreign language teaching It has been the focus of language teachers and learners for many years Grammar is considered to be an indispensable factor which helps people to use its language to communicate successfully The importance of grammar in general and grammar teaching in particular has been highly appreciated and has been the focus of many studies up to now Now I can give some studies related to my research

7KH ILUVW VWXG\ , ZDQW WR PHQWLRQ LV RQ WKH WKHPH ³$SSO\LQJcommunicative approach to grammar teaching and learning at Tran Phu gifted KLJKVFKRRO´E\WKHDXWKRU3KDP7KL0DL$QKLQ2FWREHU7KHDWWHPSWVRIWKLV VWXG\ DUH WR ILQG RXW WKH VWXGHQWV¶ DQG WHDFKHUV¶ DWWLWXGHV DV ZHOO DV WKHLUpreferences to grammar teaching and learning towards the communicative

approach Carrying out the study, the author hopes to find out how to teach and learn grammar according to the communicative approach effectively and successfully

Another research that is about grammar named ³$GDSWLQJ PDWHULDOV IRUteaching grammar in the light of CLT to first year students in electric power FROOHJH´E\1JX\HQ7KL7KDQKLQ6HSWHPEHU7KLVVWXG\ZDVFRQGXFWHGWRseek the answers to the questions of what techniques of adapting materials should be used to teach grammar to first year students at EPC in the light of CLT Through what the author has done, she believes the teachers should know how to combine materials of traditional approach like gap-filling, tenses etc, with those of CLT approach In other words, they should know how to balance WKHVHPDWHULDOVWRVXLWWKHLUVWXGHQWV¶QHHGVDQGLQWHUHVWV

³$Q LQYHVWLJDWLRQ LQWR 9LHWQDPHVH XSSHU VHFRQGDU\ VFKRRO VWXGHQWV¶DWWLWXGHV WRZDUGV JUDPPDU OHDUQLQJ DQG WHDFKLQJ´ ZDV FDUULHG RXW E\ 1JX\HQThi Minh Hue in June, 2004 The aim of this study is to find out what attitudes Vietnamese upper secondary school students hold towards grammar and grammar learning especially with their styles preferences in an attempt to narrow the gap between teaching styles and learning styles as a goal of learner- centreness in language education Through this investigation, the author expects that a blend of both traditional and communicative approaches to grammar could

be a good solution to the question of grammar teaching at the Vietnamese upper secondary school

In conclusion, how to teach grammar effectively and successfully is always a big question not only to her but also to many other teachers at my school, especially nowadays new textbooks used in all schools in our country focus on not only grammar but also on other skills in the light of CLT Learning grammar, the teachers encounter some certain difficulties in comparison with learning other skills Being aware of this, the researcher has decided to choose the topic on the learning of grammar for her thesis with the aim to find out the

difficulties many students encounter when learning grammar communicatively and some possible solutions to these problems Furthermore, up to now there have been no studies on this topic carried out at Cam Khe High school, the school where she had the internship All these above mentioned reasons have inspired her WR FRQGXFW WKH VWXG\ DERXW ³$ VWXG\ RQ VWXGHQWV¶ Gifficulties in learning English grammar communicatively in class 10A9 at Cam Khe high VFKRRODQGVRPHVXJJHVWHGVROXWLRQV´The researcher hopes this would be taken into consideration by the teachers at Cam Khe High school in particular and teachers of English in general to make the periods more interesting and motivating to students

Investigative and survey methods: Questionnaires and observation

Analysis method: from data got from many different materials related to the topic, analyzing to get the final results

Systematized method: many materials related, the researcher has to systematize what she reads from materials Moreover, the research has to categorize the materials and her ideas to make study logical

7 Significance of the study

The study helps the researcher improve the knowledge about English grammar, the difficulties in learning English grammar communicatively of grade 10A9 students, find out some solutions to improve the efficiency of teaching and learning English grammar at high school

It will be very helpful for the teachers of English in Cam Khe High school as well as for English teachers to teach grammar effectively, and motivate their learners in grammar classes These suggestions also help students who learn English improve their grammar and made language focus lessons more communicative and meaningful

8 Scope of the study

As could be seen from the title of the study, this paper strongly focuses on investigating some difficulties in learning English grammar communicatively of grade 10A9 students at Cam Khe High school and some suggested solutions

9 Design of the study

The study consists of 3 parts, references

Part A: INTRODUCTION

In this part, the researcher gives an overall introduction of the study about rationale, research purpose, research questions, previous studies, research procedure, research methods, significance of the study, scope of the study, and design of the study

Part B: MAJOR CONTENT

Chapter l: Literature review

In this part, the study presents general information about knowledge and deals with the theoretical background that is relevant to the purpose of the study: grammar, different views on English grammar teaching, the factors affecting on VWXGHQWV¶ OHDUQLQJ JUDPPDU WKH GLIILFXOWLHV LQ OHDUQLQJ (QJOLVK JUDPPDUcommunicatively

Chapter2: Methodology

This chapter provides detailed information about the participants of the study and details the tool for data collection that have been used and procedure

of conducting

Chapter3: Data analysis and discussion

This chapter shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires, observation and give the discussion Then some suggestions will be given to help the grade 10 students improve their English grammar

Part C: CONC LUSION

This part summarizes the major finding of the study, give implication of the study for teachers of English, for students, for researcher, lists limitation of the study, mentions suggestion for further research, and present conclusion

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

In this chapter, the knowledge of grammar and CLT, the theories, factors DIIHFWLQJ RQ VWXGHQWV¶ JUDPPDU OHDUQLQJ, and some difficulties in learning English grammar communicatively will be presented

1.1 Overview of grammar

1.1.1 Definition of grammar

Grammar is a linguistic term that has become popular among those who are working in the field of language teaching in general and second/foreign language teaching in particular However, the question of what grammar is has yielded so many different answers from linguists and grammarians

According to Harmer (1983:1), grammar of the language is the GHVFULSWLRQRI³Whe ways in which words change themselves and group together WRPDNHVHQWHQFHV´7ZRH[DPSOHVDUHDOVRJLYHQWRLOOXVWUDWHIRUWKLVGHILQLWLRQ

the case of ³ZDON´ changes into ³ZDONHG´ to indicate the past tense and the case

of ³QRWPDQ\´ combines with the plural noun ³RUDQJHV´ to make a full sentence like ³7KHUH DUH QRW PDQ\ RUDQJHV RQ WKH VKHOI´ Such view on grammar is

agreed by Ur (1988:4), Thornbury (1999:1), Crystal (1995) and Nunan (2003:143) It can be seen that all these linguists describe grammar as a set of rules that govern a language; however, they fail to ZRUNRXWZKDWWKH³UXOHV´DUH

Crystal (2002) holds a different view on grammar when he argues that grammar should be studied in two senses: in the specific sense, grammar is presented as just one branch of language structure, distinct from phonology and semantics; in the general sense, grammar subsumes phonology and semantics Thus, if viewed from a broader sense, grammar involves both form and meaning

By way of contrast, from the Longman Dictionary of Contemporary (QJOLVK   JUDPPDU LV GHILQHG DV ³WKH VWXG\ DQG SUDFWLFH RI WKH UXOHV E\

ZKLFKZRUGVFKDQJHWKHLUIRUPVDQGDUHFRPELQHGLQWRVHQWHQFHV´6KDULQJWKHVDPHLGHD8U VWDWHVWKDW³JUDPPDUPD\EHURXJKOy defined as the way

a language manipulates and combines words (or bit of words) in order to form ORQJHUXQLWVRIPHDQLQJ´%RWKGHILQLWLRQVDERYHUHIHUWRWKHPRUSKRORJ\ZRUGformation) and syntax (sentence formation) of a language Clearly, grammar is the element which makes up all words and structures in a sentence It is a set of rules which construct meaning and form of a sentence

An alternative and more comprehensive definition of grammar is provided

by Widdowson (1988:151-2) in which grammar is viewed in terms of form, meaning and function

>*UDPPDU LV@ ³D GHYLFH IRU LQGLFDWLQJ WKH PRVW FRPPRQ DQG UHFXUUHQWDVSHFWVRIPHDQLQJ´>ZKLFK@ ³IRUPDOL]HVWKHPRVWZLGHO\DSSOLFDEOHFRQFHSWVthe highest common factors of experience: it provides for communicative HFRQRP\´

This definition shows a renovation in the view of grammar: grammar can indicate meaning and grammar can communicate Larsen-Freeman (2003) shares her view on three dimensions of grammar teaching in which she insists that grammar is not simply about accuracy of form but it relates to meaningfulness and appropriateness as well She also proposes a new definition RI JUDPPDU WKDW ³JUDPPDULQJ  LV RQH RI WKH G\QDPLF OLQJXLVWLF SURFHVVHV RIpattern formation in language, which can be used by humans for making meaning in context-DSSURSULDWH ZD\V´ /DUVHQ-Freeman, 2003:142) Following this definition, grammar is no longer a set of static rules but a dynamic process

of pattern formation which is best explored in appropriate contexts

From all above definitions, grammar is the system of structures in a language Grammar specifies rules for standard use of words and how their component parts combine to form sentences A grammar is also a system for classifying and analyzing the elements of language including inflections, functions, rules andrelations in the sentence

1.1.2 The importance of grammar

No one can deny the importance of grammar in a primary medium of learning at all stages of education as well as in foreign language learning

Teaching grammar has been a longstanding tradition in teaching a foreign language In recent years, the role of grammar in language teaching and learning has received different interpretations Traditional method like the grammar translation one stressed the need to master grammar as the centerpiece in learning foreign language whereas some expressed different against the teaching grammar: ³7KHVWXG\RIJUDPPDULVQHLWKHUQHFHVVDU\QRUVXIIicient for learning D ODQJXDJH´ (Brumfit and Johnson, H979) Therefore, there has been a great FRQWURYHUV\UHODWLQJWRWKHUDLVHGTXHVWLRQ³:KHWKHUVKRXOGZHWHDFKJUDPPDURU QRW" 'R ZH KDYH WR KDYH JUDPPDU H[HUFLVHV" ,VQ¶W LW EHWWHU IRU VWXGHQWV WRabsorb the rules intuitively through communicative activities than to be taught througKVSHFLDOH[HUFLVHV"´8U 6RPHOLQJXLVWVKDYHJLYHQWKHLUDQVZHUWRthese big questions

According to Richards, Platt, and Weber in Nunan (2005:2) grammar is a description of a language and the way in which units such as words and phrases are combined to produce sentences in the language From this definition, it seems that grammar plays an importance role in combining units of language to form sentences The sentences are acceptable or grammatically if they follow the rules of grammar Since a communicative purpose and function of language and reflected in grammar, it is a must the language students to acquire good grammar It should be admitted, good mastery in grammar will enable people easily to express information, feeling, and ideas in their thought to others In other words, it can be said that communication failure will happen if people do not master the grammar because the purpose of communication cannot be reached From that statement, it is clear that grammar is important to be mastered by the students in order to be able to express their feelings, emotions, and to be able to use English appropriately

Ur (1988) stressed the importance of grammar in language learning and WHDFKLQJ +HVWDWHG ³NQRZOHGJH - implicit or explicit - of grammatical rules is essential for the mastery of a language: you cannot use words unless you know KRZ WKH\ VKRXOG EH SXW WRJHWKHU´ +RZHYHU KH DOVR FODLPV ³WKH OHDUQLQJ RIJUDPPDUVKRXOGEHVHHQLQWKHORQJWHUPDVDZKROHQRWDVDQHQGLQLWVHOI´

Harmer (1987) DOVR DGPLWWHG WKDW ³7KHUH LV QRZ D JHQHUDO IHHOLQJ WKDWstudents do need to learn how to perform the functions of language, but they need a grammatical base as well Modem courses often teach a grammatical structure and then get students to use it as part RIDIXQFWLRQDOFRQYHUVDWLRQ´

Furthermore, as Wang (2010) mentioned, after the appearance of FRPPXQLFDWLYHDSSURDFKWHDFKHUVRIWHQSXWPXFKHPSKDVLVRQ³FRPPXQLFDWLYHFRPSHWHQFH´ DQG QHJOHFW ³OLQJXLVWLF FRPSHWHQFH´ 7KLV OHDGV LQ WKH IDFW WKDWstudents make lots of errors in oral as well as written performance because of their lack of basic knowledge of language With this tendency Hymes (1972, TXRWHG LQ :DQJ   LQGLFDWHV WKDW ³FRPPXQLFDWLYH FRPSHWHQFH´ VKRXOGLQFOXGH ³OLQJXLVWLF FRPSHWHQFH´ DQG ³OLQJXLVWLF SHUIRUPDQFH´ +HQFHsociolinguistic competence, discourse competence, strategic competence and grammatical competence are four basic aspects of this approach

In conclusion, there still exist controversies about the role of grammar in language teaching and learning However, it can be seen that the above - mentioned linguists share the same view in valuing the crucial role of grammar

in language learning and teaching However, they assert that the sole mastery of grammar is not the goal of language OHDUQLQJ 7KH VWXGHQWV¶ XOWLPDWH JRDO LQlearning grammar is to use it to perform communicative functions accurately, effectively and successfully Indeed, grammar offers students one of the most HIIHFWLYH PHDQV RI H[WHQGLQJ VWXGHQWV¶ NQRZOHGJH RI ODQJXDJe items in which they can use to communicate in real life and to understand what is said written

in English

1.2 An overview on language teaching methods in teaching grammar

Teaching grammar is a much debated topic in language learning Different experts have different opinions about teaching of grammar

According to some, the language cannot be learnt without studying of grammar of the language According to Sweet (cited in Patel & Praveen, 2008, S ³JUDPPDULVQRWDFRGHRIUXOHV´$FFRUGLQJWR&KDpman (cited in Patel 3UDYHHQS ³JUDPPDULVDVWXG\RI language by specialist, made in order to establish the rules and principles which underline the correct speech and writing, rules and principles which are followed more or less unconsciously by WKHQDWLYHVSHDNHUV´

But some people say that utility of teaching of grammar is doubtful in learning English They say that the students who study grammar are very often able to solve grammar exercises but do not make correct speech

Teaching of grammar has a very important place in the past It is commonly believed that to help the learners to learn English language, its grammar must be taught first It is also believed that without knowing and mastering grammatical rules of English, one cannot learn to speak and write it Slowly it is realized that correct usages go on changing from time to time And

as a result, grammar teaching which was regarded as an end in itself lost its importance However, nowadays, it is believed that grammar cannot be taught in LVRODWLRQ :LGRGR  S  VD\V WKDW ³JUDPPDU LV WKRXJKW WR IXUQLVK the basis for a set of language skills: listening, speaking, reading DQGZULWLQJ´'RII(2000), Long and Richards (1987) also gives opinion about the role of grammar

in learning language as follows:

By learning grammar, students can express meanings in the form of phrases, clauses and sentences

It cannot be ignored that grammar plays a central role in the four language skills and vocabulary to establish communicative tasks

Now, we consider the approaches for teaching English grammar

Many linguists give the same idea about the approaches for teaching English grammar As Richards (2006, p.6) points out, grammar has an important place in traditional approaches It is considered as the basis of language proficiency In traditional approaches, grammar is assumed to be learnt through direct instruction or repetitive practice and drilling Traditional approaches are divided into two types: deductive and inductive

1.2.1 Deductive Approach

Widodo (2006, p.126) says that a deductive approach is derived from the notion of deductive reasoning, i.e from the general to the specific In this case, rules, principles, concepts or theories are presented first, and then applications are treated In other words, we can simply understand that in deductive one,

³OHDUQHUVDUHSUHVHQWHGZLWKJUDPPDUUXOHVWKHQJLYHQRSSRUWXQLWLHVWRSUDFWLFHXVLQJWKHP´5LFKDUGVS ... a primary medium of learning at all stages of education as well as in foreign language learning

Teaching grammar has been a longstanding tradition in teaching a foreign language In recent... grammar in language teaching and learning However, it can be seen that the above - mentioned linguists share the same view in valuing the crucial role of grammar

in language learning and. .. the second language while they interact with native speakers and classmates In this constant search to innovate and make classes dynamic and inspiring, two teaching strategies will be mentioned: