INTRODUCTION
Rationale
The General Education English Language Curriculum, established by Circular No 32/2018/TT-BGDDT on December 26, 2018, aims to enhance students' communicative competencies This is achieved through the practice of listening, speaking, reading, writing, and understanding linguistic knowledge, including pronunciation, vocabulary, and grammar Ultimately, the curriculum emphasizes that communication skills are the primary focus of both the four core language skills and grammar lessons.
Many high school English teachers struggle to create engaging and meaningful grammar lessons Students often find it challenging to remember extensive grammar rules and frequently express that they easily forget these rules without regular review.
Many learners acknowledge their inability to use grammar points for basic communication They often refrain from speaking English during grammar lessons due to shyness or fear of making mistakes in grammar and pronunciation.
The quality of teaching and learning grammar in high school is significantly influenced by the grammar tasks presented in textbooks Many of these tasks, such as filling in verb forms, underlining correct words, and rewriting sentences, lack contextual relevance and are repetitive across units This monotony can lead to student disengagement and boredom.
Many students report a lack of interaction in grammar lessons, where teachers primarily explain rules while students passively listen and copy This approach positions the teacher as the central figure in the learning process, limiting students' opportunities for communication and engagement Furthermore, many educators acknowledge that their grammar instruction predominantly emphasizes language form rather than fostering active participation.
Related to these problems, this study was carried out, entitling: Adapting grammar tasks in the textbook “Tieng Anh 10- Global Success” to make grammar lessons engaging, communicative and meaningful.
Aims of the study
The study aims at suggesting adaptations of some grammar tasks given in the textbook “Tieng Anh 10- Global success” to make grammar lessons engaging, communicative and meaningful.
Scope of study
In this research, I just focus on the 10th grade students at Ky Son High School, especially students in class 10C2
Significance of the study
The study will help the teachers design grammar lesson engaging, communicative and meaningful Students learn grammar naturally, actively and communicatively, so the effectiveness of learning is improved.
Methods of the study
This study presents the findings of an action research aimed at enhancing grammar lessons to be more engaging, communicative, and meaningful Conducted at Ky Son High School in the Ky Son district, the research involved secondary students and utilized questionnaires as the primary data collection instrument A qualitative methodology was employed to gather, compare, and analyze the data effectively.
Schedule
In order to evaluate the practicality and validity of project work in making grammar lesson more engaging, communicative and meaningful, I would follow the subsequence steps:
- Before applying this method: design and delivered a survey questionnaire to the student respondents, the questionnaire finds out students’ difficulties during each grammar lesson
- While applying this method: apply adapted tasks
- After applying this method: design and delivered a survey questionnaire to see the effectiveness of the application of the study
Besides students' questionnaires, the researcher also observes 6 different lessons and carry out 3 experimental lessons in class 10C2 (42 students), 3 lessons with adapting grammar tasks, 3 lessons without adapting grammar tasks.
MAIN CONTENT
THEORETICAL BACKGROUND
1 The role of grammar in teaching and learning English
There is a wide variety of approaches to present different definitions of grammar
Grammar is defined as the structure that organizes words into correct sentences (Ur, 2012, p 76) Similarly, Harmer (2019, p 22) describes grammar as the understanding of word placement and the appropriate forms these words should take.
According to Burns (2009), three key theoretical concepts of grammar have significantly influenced English teaching practices Traditional grammar views language as a collection of rules, requiring learners to identify and classify words or phrases by their parts of speech In contrast, formal grammar perceives language as a cognitive process occurring within the brain.
Human beings are predisposed to language from birth Additionally, functional grammar is descriptive, focusing on how individuals use language to communicate effectively in their daily interactions.
Grammar is fundamentally the understanding of various word types, phrases, clauses, and sentences, along with the internal rules governing sentence construction in a language, as highlighted by numerous language scholars.
1.2 The role of grammar in teaching and learning English
English teaching methods have evolved significantly over the years, particularly in their approach to grammar instruction In the 1980s, grammar was often taught in isolation through diagramming exercises By the 1990s, the focus shifted to the idea that grammar should be learned through comprehension and context rather than as a separate entity Since 2000, there has been a consensus that while teaching grammar is essential, it should be tailored to meet the communication needs of students, emphasizing that grammar and communication are closely interconnected.
Grammar serves as the backbone of any language, according to Julio Foppoli, an educator in English and Spanish as Second Languages He likens grammar to a railway that facilitates the transmission of messages Without it, clear communication becomes unattainable, hindering the ability to express thoughts and ideas effectively In essence, grammar is fundamental to successful communication.
Grammar is a crucial element of communicative competence, extending beyond mere syntax knowledge To effectively teach grammar, educators should focus on strategies that enhance students' communicative abilities A communicative grammar lesson allows students to engage with target grammar concepts through tailored tasks and activities, fostering practical application and understanding.
Textbook adaptation refers to the process of modifying an existing work This can involve revising, altering, customizing, or making other changes to enhance the content.
Coursebook writers and publishers diligently strive to create materials that cater to their customers' needs Nonetheless, the inherent individual differences among learners and various teacher-related factors prevent a perfect alignment between the materials, teachers, and students.
- Degree of language proficiency and confidence
- Previous personal learning experience as learners rather than as teachers
- Own personality (introvert/extrovert, open/closed etc.)
- Preferred teaching style (directive/consultative, etc.)
Adapting textbooks for specific learners is essential for tailoring activities to suit varying student levels, whether lower, middle, or strong This adaptation enhances the communicative nature of lessons and integrates authentic materials, significantly boosting student motivation and improving achievement throughout the learning process.
According to Islam and Mares (2014), textbooks can be adapted based on learners' needs through five methods: adding, deleting, simplifying, reordering, and replacing material Adding involves providing additional quantitative and qualitative content, allowing teachers to enhance language input and exercises Deleting refers to the complete omission of specific tasks or sections from the textbook Simplifying entails modifying instructions, texts, or activities to make them more accessible for students Reordering focuses on the sequence of instructions or activities, while replacing involves substituting inappropriate content with more suitable alternatives.
In addition to the five methods previously mentioned, teachers frequently employ a sixth strategy in their instruction: subtracting, which involves reducing language inputs or related assignments Abridging, on the other hand, refers to the complete omission of a skill or significant portions of the textbook Consequently, we can categorize textbook adaptation strategies into six distinct approaches.
Skipping: teachers completely skip a task or a section in the textbook
Subtracting: teachers reduce the number of questions of a task or knowledge related to language content
Adding: teachers provide supplementary language input, exercises or activities using materials outside the textbook
Extending: teachers develop more activities for practice based on available content or input
Reorganizing: teachers change the order of section or tasks
Simplifying: teachers modify a content or task in the textbook in a way that it is easier for students to understand and manage
Textbook adaptation can be done at three levels:
Macro adaptation should ideally occur before the language program starts By comparing the textbook content with the syllabus or examination requirements, teachers can identify areas or entire units that may be omitted, as well as determine additional content that needs to be included.
Adapting a unit is the second level of instructional design, which involves reordering, combining, omitting, or supplementing activities and materials This process enhances classroom teaching by promoting a smoother and more cohesive learning experience, enabling teachers to effectively achieve the objectives of the unit.
The third level involves adapting specific activities within a unit Sometimes, an activity may be deemed valuable yet poorly designed or unsuitable for a particular class In such cases, if the teacher wishes to retain the activity, it is essential to make necessary adaptations.
In this research I only focus on adaptation of specific activities in a unit
3 An engaging, communicative and meaningful grammar lesson
3.1 What is an engaging, communicative and meaningful grammar lesson?
PRACTICAL BACKGROUND
1 An overview of the textbook “Tieng Anh 10- Global success”
According to the textbook “Tieng Anh 10- Global success” edited by Hoang Van Van, there are many changes in this new text book in comparison with the old text
The book consists of 10 units, each containing 8 lessons that cover various aspects of language learning, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, Looking Back, and a Project Each lesson is designed to be taught and learned within a 45-minute period.
In language lessons, students focus on three key areas: pronunciation, vocabulary, and grammar The grammar section includes a variety of activities, ranging from simple to complex However, many tasks, such as underlining the correct verb form and rewriting sentences, are repetitive, leading to student boredom Additionally, these tasks often lack context, making it challenging for students to retain the rules effectively Furthermore, there is a noticeable absence of communicative tasks, hindering students' ability to apply their knowledge in real-life situations.
Below are the grammar points in 10 units:
Unit 1: Present simple and present continuous
Unit 2: The future with Will and Be going to; passive voice
Unit 3: Compound sentences; to-infinitives and bare infinitive
Unit 4: Past simple and Past continuous with When and While
Unit 5: Present perfect; gerund and to-infinitives
Unit 6: Passive voice with modals
Unit 7: Comparative and superlative adjectives
Unit 8: Relative clause: defining and non-defining relative clause with Who, That, Which, Whose
Unit 10: Conditional sentences Type 1 and Type 2
2 Situation of teaching and learning grammar at Ky Son high school
Ky Son High School, situated in the impoverished Ky Son District of Nghe An province, underwent significant reconstruction last year, thanks to the sponsorship from Trung Nam Group The improved facilities have greatly enhanced the learning environment, contributing to more effective teaching and learning experiences The school offers 15 classes for grade 10, all utilizing the "Tieng Anh 10 - Global Success" textbook for English instruction However, it is noteworthy that most students began their English education only in grade 10.
6 All of students belong to different ethnic groups of Thai, H-Mong, Kho Mu, Kinh and come from comparatively poor families, so their learning condition is very low The Ethnic students are often lack of proper teaching and learning materials when they were at primary and secondary schools
While teaching English to class 10C2, I observed that many students experience shyness and a lack of self-confidence due to the unfamiliar environment of a new school and the challenges posed by a new textbook.
The pre-questionnaire results indicate that a significant majority of students in class 10C2 began learning English in grades 5 and 6, accounting for 93% However, the textbook "Tieng Anh 10 - Global Success" is intended for students who started learning English in grade 3.
While 100% of students recognize the importance of grammar knowledge in learning English, 61% find that grammar lessons in school are often tedious and rule-heavy Additionally, 69% of students believe that teachers dominate the conversation during these lessons, resulting in limited student participation Consequently, students spend the majority of their time taking notes and completing grammar tasks rather than engaging in interactive learning.
Many students struggle to remember extensive grammar rules and often forget them without regular review A significant 89% express shyness during communicative tasks, while only 11% feel confident in their pronunciation and vocabulary when speaking This fear of making mistakes in grammar and pronunciation leads to infrequent use of English during grammar lessons.
I am dedicated to enhancing the quality of English teaching and learning, particularly in grammar lessons, driven by a strong passion for teaching and a deep love for my students.
At Ky Son High School, the headmaster and vice-headmasters have fostered an environment where teachers actively implement diverse methods to enhance the quality of teaching and learning, particularly in English Educators are encouraged to move beyond traditional textbooks to create engaging lessons that improve student outcomes We view ourselves as "chefs" crafting meaningful learning experiences that boost student engagement and confidence in English communication Despite the efforts of coursebook writers and publishers to meet educational needs, a perfect alignment between materials, teachers, and learners is challenging due to individual differences Adapting textbooks is an effective strategy to make grammar lessons more communicative and relevant for students.
ADAPTING GRAMMAR TASKS IN THE TEXTBOOK “TIENG ANH 10- GLOBAL SUCCESS”
1 Principles for adapting grammar tasks to make grammar lesson engaging, communicative and meaningful
1.1 Start the lesson with a clear topic/ context
Teaching language skills effectively requires placing lessons within a relevant context A lesson devoid of context is akin to a textbook lacking an introduction, a film without a trailer, or a book missing a blurb, leaving learners uninterested in the material By omitting context, we deny students the opportunity for meaningful engagement and interaction with the language.
There are many reason that teacher should add a clear topic or context when start a language lesson
Context is the fundamental reason for learning a language; without it, language learning becomes a series of meaningless tasks Students often learn grammar rules that apply only to hypothetical situations found in textbooks Ultimately, without context, the curriculum exists in an imaginary world that lacks relevance and engagement.
Context plays a crucial role in demonstrating how language is utilized in real-life situations By establishing a relevant context, educators can offer students a simulated experience that mirrors practical language use While it may not always be feasible to take students on a trip to immerse them in the target language, creating a contextual framework equips them with the necessary skills for future real-world interactions.
Context serves as the most genuine motivator in language learning While external rewards like prizes, good grades, and compliments can encourage students, the most effective motivation is intrinsic Students derive satisfaction from successfully completing challenging and meaningful tasks By placing language in context, we foster the intrinsic motivation essential for their learning journey.
The current new textbooks lack a crucial element: context, as grammar is not treated as a standalone topic Many educators acknowledge that while teaching a language, they often inadvertently focus on mere practice rather than integrating contextual understanding.
Drilling or repeating sounds, words, patterns, or dialogues can often confuse students, as they may not understand the purpose behind these exercises However, this technique is useful for reinforcing language skills and improving pronunciation It can be effectively used in various contexts, such as language classes or speech therapy, but it's important to consider the formality of the situation to avoid sounding out of place.
To enhance language lessons, teachers should incorporate context by addressing where and why the language is used, and how it relates to students' real lives This approach fosters engagement and relevance in the lesson Utilizing visuals is one of the most effective techniques to introduce topics, as research shows that visuals can condense information into smaller, more digestible segments, making it easier for learners to process.
Selecting appropriate visuals enhances understanding more effectively than text or audio alone, as students naturally connect emotions to images, making lessons more impactful and memorable Here are suggestions for incorporating context into grammar lessons in units 4, 5, and 8.
Unit 4: For A Better Community Lesson 2: Language
Grammar point: Past simple and past continuous with When and While
The article discusses the rules for using the Past Simple and Past Continuous tenses with "when" and "while," providing two practice exercises However, it lacks an explanation of the reasons for using these tenses in real-life situations While it includes two examples, the absence of visual aids may hinder students' ability to retain the information effectively.
In light of the devastating flood that impacted the Ky Son community last October, this article offers suggestions for adaptation and resilience By incorporating images from the disaster, we aim to provide a contextual understanding of the challenges faced by the residents.
Step 1: Teacher asks students to work in groups and observe the pictures, discuss
11 and guess what do they think the man and the woman in the picture are talking about
Step 2: Teacher asks to share their idea in front of class
Step 3: Teacher asks to read the dialogue to know what are they talking about
Step 4: Explore the situation by answering questions
Step 5: Encourage student to engage to build the context by asking students to answer question: What were you doing when the flood started?
You can use this suggestion:
“While I was……… the flood started”
Sleeping/ Studying / Watching TV/ Reading books/ Doing the household chores
Step 6: Present new grammar point: Past simple and Past continuous with When and
Teacher uses some sentences in the sample dialogue and the students’ contribution to present new grammar point
- When the flood started I was working on my computer
- While we were sleeping the flood started
Incorporating students' contributions into the lesson enhances engagement and fosters a positive learning environment While there may be occasional mistakes, encouraging active participation allows students to practice speaking, improve pronunciation, and expand their vocabulary naturally Additionally, offering constructive suggestions boosts their confidence in speaking.
Lesson 2- Language Grammar points: Present perfect
The article outlines the rules for using the Present Perfect tense, gerunds, and to-infinitives, accompanied by two exercises for each grammar point However, it lacks real-life context for these grammatical structures While it provides two examples, the absence of engaging visuals limits students' connection to the lesson.
Suggestions for adaptation: Below is example of setting context to introduce the
Teacher can use the picture in The Getting Started lesson to encourage some predictions before reading some sentences using present perfect
Step 1: Teacher asks students to work in groups and observe the pictures, discuss and predict the conversation between these 2 people
Step 2: Teacher asks to share their idea in front of class
Step 4: Explore the situation by answering questions
Step 5: Encourage student to engage to build the context by ask students to answer question:
What have you done since Tet holiday?
Suggestions: “I have ……… since Tet holiday.”
- Learned to play the guitar
Step 6: Present new grammar point: Present perfect
Teacher use some sentences in the sample dialogue and the students’ contribution to present new grammar point
- I have saved some money since Tet holiday
- I have wanted either of them for a long time
Unit 8: New ways to learn
Comment: Although the writers designed task 1 to lead-in the cases we use who, which, that, whose, we need another interesting way to attract students to the lesson
We can use music and songs to engage students The ideas from a song, the rhythm, and for young children, even movement can easily captivate our students’ attention
Engaging with grammar through self-discovery can transform it into an interesting conversation topic Associating grammar points, such as relative clauses, with songs makes them easier to remember.
Step 1: - Play a popular song in which who, which, that are used (That's Why (You
Go Away)- Michael Learns To Rock)
Link of the song: https://www.youtube.com/watch?v=1wFTm7GcO9c
Step 2: Discuss the topic of the song
Teacher asks students some questions:
- What is the name of the song?
- Which band performed this song?
- What is the topic of the song?
Step 3: Listen and fill in the blank
Teacher plays the video of the song again and asks student to listen to the song and fill in the blank worksheet for the specific grammar: relative clause
Listen to the song and fill in the blank with ONE word
That's Why (You Go Away)
Baby won't you tell me why there is sadness in your eyes
I don't wanna say goodbye to you
Love is one big illusion (1) I should try to forget
But there is something left in my head
You're the one _(2) set it up now you're the one to make it stop I'm the one _(3) is feeling lost right now
Now you want me to forget every little thing you said
But there is something left in my head
I won't forget the way you're kissing…
Step 4: Sing the song with karaoke
Teacher plays the video of the song again and sings it with students
Step 5: Present new grammar point: relative clause
Teacher uses some sentences in the song to present new grammar point
- You're the one who set it up now you're the one to make it stop
- I'm the one who is feeling lost right now
- Love is one big illusion that I should try to forget
Contextualized grammar teaching enhances students' analytical skills, enabling them to understand and apply language rules effectively By engaging students in discussions about grammar within context, we naturally draw their interest to the lesson while simultaneously improving their communicative abilities This approach emphasizes the importance of topic and context in making lessons meaningful and engaging for learners.
1.2 Elicit grammar rules (not explain them)
Eliciting refers to various techniques that allow teachers to encourage learners to provide information instead of simply delivering it This approach is often employed to prompt students to generate language forms independently.
SURVEY ON THE NECESSITY AND FEASIBILITY OF THE
1 The aim of the survey
The survey was conducted to determine the necessity and feasibility of 4 suggested techniques for adapting grammar tasks in the textbook “Tieng Anh 10- Global
Success” to make grammar lessons engaging, communicative and meaningful Moreover, the survey will reflect the objective and reasonableness of the study
2 The content and method of the survey
2.1 The content of the survey
The survey focuses on 2 main areas:
- The necessity of the suggested techniques of adapting grammar tasks in the textbook “Tieng Anh 10- Global Success” to make grammar lessons engaging, communicative and meaningful
- The feasibility of the suggested techniques of adapting grammar tasks in the textbook “Tieng Anh 10- Global Success” to make grammar lessons engaging, communicative and meaningful
2.2 The method of the survey
The survey employed an online questionnaire targeting English teachers in Nghe An province, utilizing a four-level scale to assess necessity and feasibility The levels included: unnecessary, less necessary, necessary, and very necessary for necessity; and unfeasible, less feasible, feasible, and very feasible for feasibility.
1 to 4) Microsoft Excel is used to find out average score( X̅ ) of each technique and the ways to determine level of necessary and feasibility is:
- Level 2: Less necessary/ Less feasible: 1,75< X̅
