INTRODUCTION
RATIONALE
In response to rapid societal development and rising living standards, effective international communication has become increasingly essential As global cooperation expands, enhancing communicative competence is now a key focus in educational curricula Recent innovations in education aim to improve students' language and intercultural skills to better meet the demands of a connected world.
For many years, English education in Vietnam has focused primarily on teaching grammar, vocabulary, and pronunciation, often neglecting the development of communicative competence This emphasis on linguistic accuracy has contributed to frequent communication breakdowns between Vietnamese speakers and foreigners, particularly in English-based interactions.
Grammar is essential to language teaching and learning, but it remains one of the most challenging aspects to teach effectively (Sarwani, 2014) Teachers should help learners understand that successful communication requires balancing functional interpretation and formal correctness (Halliday, 1985) This can be achieved by designing tasks that demonstrate the connection between grammatical structures and their discursive contexts In real-world communication, grammar and context are closely intertwined, making appropriate grammatical choices dependent on understanding the context and communication purpose.
Providing learners with opportunities to explore grammar in context is essential for understanding how and why different forms express various communicative meanings For instance, transforming sentences from active to passive voice using models helps introduce the concept, but it should be complemented with tasks that encourage learners to explore when using the passive voice is appropriate in real communication.
As a teacher at Newstar International Language Centre, I have numerous opportunities to teach English grammar structures An effective approach is essential for helping students learn both how to accurately form grammatical structures and how to use them to convey meaningful communication Focusing on correct grammar formation alongside practical usage enhances language proficiency and promotes confident speaking and writing skills.
All of the above reasons have inspired me to choose “A Study on the Use of
Communicative Activities in Teaching Grammar at Newstar International Language Center in Vinh City”.
PURPOSES OF THE STUDY
The main purposes of the study are:
- To raise teachers' awareness of the importance of teaching grammar using communicative activities
- To find out the challenges that teachers and students face in using communicative activities
- To work out common communicative activities used by teachers in helping their students generate ideas in grammatical lessons
- To help teachers find out effective communicative activities to provide necessary ideas for their students in learning grammar
In order to meet the aim of the study, the following research questions are generated:
- What are teachers‟ and students‟ perceptions of using communicative activities in teaching and learning grammar?
- How are communicative activities used in grammar lessons?
- What difficulties do teacher and students face in using communicative activities in grammar lessons?
SCOPE OF THE STUDY
This study was conducted at Newstar International Language Centre to explore teachers' and students' perceptions of teaching and learning grammar through communicative activities It investigates their attitudes toward the effectiveness of these activities in language instruction and identifies the challenges they face in implementing and engaging with communicative approaches to grammar learning The findings provide valuable insights into the benefits and difficulties of using communicative activities for grammar instruction in a language learning context.
ORGANIZATIONS OF THE STUDY
The study consists of the following parts:
This part introduces the rationale for carrying the study, purposes, scope, and organization of the study
This chapter presents the theoretical background and a comprehensive review of relevant literature, including articles, books, and other resources related to the study topic It offers detailed descriptions, summaries, and critical evaluations of each referenced work to establish a solid foundation for understanding the subject matter.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
Chapter IV Findings and Discussion
This part deals with the findings drawn out from the analysis of data The findings and discussion are based on describing the data collected through research instruments
Chapter V Conclusion, implications, limitations, and suggestions for further study
This article summarizes the main points and key findings of the study, highlighting its significant results It discusses the implications of these findings for the field and offers recommendations for future research to build on these insights and enhance understanding.
LITERATURE REVIEW
Introduction
This chapter provides essential definitions of key terms and offers an overview of various communicative activities It also reviews relevant prior studies to establish a solid research foundation and identifies existing gaps in the literature, highlighting areas that require further investigation.
Definitions of Key Terms
Grammar is the fundamental system of structuring words and sentences to ensure correct communication in any language It encompasses not only sentence construction but also smaller language units like phrases and individual words, highlighting the importance of proper syntax in conveying clear meaning Understanding proper grammar is essential for distinguishing correct expressions such as "he ran a race" from incorrect forms like "he runned a race." Additionally, grammar involves variations in spelling and pronunciation based on different contexts, enhancing effective and accurate language use.
Grammatical structures are essential elements of language that address specific features like tenses and gender, adding depth and nuance to communication While English lacks grammatical gender, languages such as Italian, German, and French incorporate gender rules, influencing sentence structure and meaning (Piccolo, 2013) Understanding these grammatical aspects enhances language proficiency and provides clearer, more precise expression.
Traditionally, grammar teaching focuses on presenting and practicing discrete grammar patterns to help learners understand and use them effectively According to Cook (1994), the core of grammar instruction has been through grammatical explanation, where teachers clarify rules and provide examples to foster conscious understanding Ur (1996) also emphasizes the importance of presenting and explaining grammar as essential components of effective language instruction Overall, grammar teaching encompasses both the presentation of grammatical patterns and their practice to facilitate language mastery.
Nevertheless, teaching grammar is not always defined in this way Ellis
In 2006, two main approaches to grammar teaching were identified The first involves lessons that focus solely on presentation, without any accompanying practice, while the second emphasizes practice without prior presentation Additionally, some methods encourage students to discover grammatical rules independently, combining no presentation with no practice to promote active learner engagement.
The definition of grammar teaching that informs this study is a broad one:
Grammar teaching employs specific instructional techniques that focus learners’ attention on targeted grammatical forms This approach aims to enhance their understanding of these forms metalinguistically and support their processing during comprehension and production Ultimately, effective grammar instruction helps learners internalize grammatical structures for improved language proficiency (Ellis, 2006).
Grammar is a core component of language teaching and learning, yet it remains one of the most challenging aspects to teach effectively (Byrd, 1998) Many perceive "grammar" as a fixed set of rules and word forms, often associating "good" grammar with prestigious, formal language used in writing and presentations Conversely, informal or non-prestige language, typical in everyday conversation, is often viewed as "bad" or "no" grammar.
Language teachers who emphasize grammar as a set of forms and rules often focus on explaining these structures and drilling students to memorize them However, this approach can lead to disengaged students who, while able to produce correct forms on exercises, struggle to use the language accurately in real-life contexts Consequently, this teaching method may hinder students’ ability to communicate effectively outside the classroom.
Many language teachers, influenced by recent theories distinguishing language learning from language acquisition, opt not to focus on explicit grammar instruction, believing children acquire their first language naturally without formal teaching They assume that students can similarly learn a second language through exposure and communication activities alone, without actively understanding grammar rules However, this approach neglects the importance of students developing a conscious understanding of grammar, which is a vital tool for effective language learning and usage.
The communicative competence model strikes a balance by integrating explicit grammar instruction within the broader context of language use It recognizes that direct grammar teaching enhances language acquisition efficiency while emphasizing practical communication skills Instructors employing this approach focus on teaching students the essential grammar needed to accomplish specific communication tasks, fostering both grammatical proficiency and real-world language application.
The importance of teaching grammar in the classroom remains a topic of debate among educators While some teachers believe that grammar is essential for effective English instruction, others argue that it is not necessary to focus heavily on grammar in a classroom setting Many educators recognize the value of grammar but also emphasize that it should not be over-emphasized in language teaching.
Effective communication is often debated, with some believing that proper grammar is essential for successful interaction, while others argue that even ungrammatical sentences can still achieve communication However, understanding grammar is crucial for students to communicate appropriately and confidently in English Ultimately, mastering grammar enhances clarity and effectiveness in communication, aligning with learners’ goals of achieving meaningful interaction.
2.2.3 Goals and Techniques for Teaching Grammar
The goal of grammar instruction is to enable students to carry out their communication purposes This goal has three implications (Byrd, 1998):
Students need overt instruction that connects grammar points with larger communication contexts
Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task
Error correction is not always the instructor's first responsibility
The three principles that we describe below are informed by one general principle (R Batstone and R Ellis, 2009)
Effective grammar instruction must complement the processes of L2 acquisition
This article explores three key principles in second language acquisition, drawing on research from leading scholars in the field Emphasizing a cognitive, information-processing framework, the discussion highlights how these principles are grounded in contemporary SLA theory By integrating insights from foundational studies, the article provides a comprehensive understanding of effective language learning strategies These principles offer valuable guidance for learners and educators aiming to optimize second language acquisition outcomes.
2.2.4.1 The Given-to-New Principle
Effective communication is enhanced when new information is preceded by relevant, previously known information, highlighting the importance of a principled relationship between given and new information in discourse analysis (Cook, 1989).
The Given-to-New Principle emphasizes that language acquisition is facilitated by leveraging learners' existing schematic knowledge—what is "given"—to understand and produce new grammatical forms and meanings Clark and Clark (1977) introduced the concept of the 'Given-New Contract,' highlighting how grammatical choices are made based on what the hearer can reasonably be expected to know, focusing on language use In language teaching, textbooks often introduce new grammar through contextual scenarios like pictures or dialogues to establish meaning, but they rarely provide clear guidance on how to connect these meanings with the corresponding forms This principle underscores the importance of helping learners see how familiar meanings can be expressed with new forms, or how existing forms can signal additional meanings, such as using the present progressive for future plans Batstone (2002a, b) argues that the significance of the Given-to-New Principle is underappreciated in communicative language teaching approaches, which could benefit from more explicit strategies to guide learners from understanding meanings to mastering grammatical forms.
This article explores common language learning challenges using a sample activity from the popular textbook "Headway Intermediate" by Soars and Soars (1986) It highlights how students often struggle to distinguish between the future forms "going to" and "will," which have different meanings and uses The activity involves a dialogue between Peter and Anne that illustrates the difference: "going to" for planned future actions and "will" for spontaneous decisions This example helps learners understand the appropriate context for each future tense, enhancing their English communication skills.
Peter: I‟m just going to the shops Do you want anything?
Anne: No, I don‟t think so Oh hang on We haven‟t got any sugar left
Peter: It‟s all right It‟s on the list I‟m going to buy some
Peter: OK I‟ll go to the baker and buy a loaf
This is followed by a section headed „Grammar Question‟:
I‟m going to buy some (sugar); but I‟ll go to the baker
– What‟s the difference between „will‟ and „going to‟ to express a future intention?
Communicative Activities (CAs)
Communicative activities, as defined by Littlewood (1981), involve student engagement that fosters both the desire and purpose to communicate, enabling practical use of language These activities are essential in language classrooms to promote language autonomy, balancing focus on form and meaning For example, dialogues centered on functional meaning allow learners to produce acceptable language, though their primary goal may vary between clear meaning, grammatical accuracy, or both, depending on the teacher’s presentation The effectiveness of these activities relies heavily on the teacher’s approach and whether learners perceive their performance as aimed at communicative success, correctness, or a combination of both In question-and-answer exercises, students often find interactions more meaningful when teachers respond to both the content and linguistic form, enhancing the perceived communicative nature of the activity.
The outstanding point here is that communicative activities can be considered to help students practice in a free way as practical as real communication with various uses of language
2.3.2 Communicative Activities and the Use of Real Context
The communicative approach was developed by educators and linguists to address the limitations of the traditional audio-lingual and grammar translation methods, which mainly focused on written language due to their origins in teaching dead languages A key feature of this approach is its emphasis on communicative activities that simulate real-life situations, encouraging learners to actively speak, listen, and engage with each other These activities serve authentic purposes such as exchanging information, overcoming language barriers, discussing personal topics, and exploring cultural aspects, thereby enhancing practical language use and cultural understanding (Kayi Hayriye, 2006).
2.3.3 Advantages and Disadvantages of Using Communicative Activities 2.3.3.1 Advantages of CAs
In her article, “Teaching Speaking”, (Kayi Hayriye, 2006) includes several advantages that the use of communicative activities in an EFL classroom has Some of them are listed below
Effective learning occurs when students engage in relevant tasks within dynamic, student-centered environments rather than traditional teacher-centered classrooms The primary goal is to develop real-life communication skills, ensuring learners become not only linguistically proficient but also socially and culturally competent Incorporating communicative activities enhances motivation, making learning enjoyable and promoting better retention through engaging, fun experiences.
Communicative activities often prioritize fluency and meaning, which can lead to insufficient emphasis on correcting pronunciation and grammatical errors This focus on meaning at the expense of form may hinder accuracy in language use While effective for intermediate and advanced learners, beginners may require more controlled practice to develop foundational skills Additionally, successful implementation of these activities demands highly skilled monitoring by the teacher Moreover, traditional grammar teaching methods can complicate the application of communicative activities, making integration more challenging (Citra Abadi, 2013).
The communicative activities also have certain characteristics that might make them appropriate to be applied to any kind of students Kayi Hayriye (2006) includes the next ones
The success of a communicative activity is measured by the learners' level of independence, as students should gradually rely less on the teacher Effective tasks are designed to foster autonomy, enabling learners to take control of their learning process and develop confidence in their language skills By encouraging self-directed learning, educators promote lasting language acquisition and enhance overall communicative competence.
The role of the teachers is to give clear and to the point instructions and provide the appropriate environment for learners to interact and exchange information
Communicative activities are motivating Learners should be at ease and have fun while doing the communicative tasks
Communicative tasks are realistic Real communication situations should be the focus instead of isolated structures with no real-life reference
Traditional teacher-led classrooms emphasized silent listening and uniform responses to the teacher's questions, fostering a passive learning environment In contrast, communicative tasks encourage learners to take initiatives and actively participate by providing varied and meaningful responses, thereby enhancing engagement and contributing to more effective language acquisition Incorporating communicative approaches promotes learner autonomy and increases opportunities for authentic language use, leading to improved communicative competence.
Communicative activities are meaningful: they are carried out to fulfil specific purposes such as booking a plane, hotel ticket, inviting somebody to a party, answering an invitation letter, shopping…
Performance in communicative tests reflects an underlying competence that is linguistic, sociolinguistic, pragmatic, strategic…Communicative activities should consider this multi-dimensional nature of language
Kayi Hayriye (2006) also includes several communicative activities Some are listed below
Note taking: Students are involved in a listening activity in which they have to take notes and, for example, write a report
Guessing games are engaging group activities where the lead student or teacher holds an unseen object, and participants ask yes-or-no questions to identify it This activity encourages critical thinking and communication skills by prompting students to inquire about the object's attributes, such as its color, size, or origin Ideal for classroom settings, guessing games promote active participation and enhance vocabulary development in a fun, interactive way.
Students work in pairs to address an information gap by exchanging unique details, such as opinions on films or story parts This activity encourages effective communication and collaboration, enhancing their language skills through real-life interaction By sharing different pieces of information, learners develop their ability to articulate ideas clearly and listen actively, making the learning process engaging and meaningful Implementing information gap activities boosts student motivation and promotes practical language use in communicative contexts.
Exchanging personal information is a key activity that helps reduce the information gap between students During these activities, learners ask questions and record their partner's details on a table or grid, encouraging meaningful communication Since each student has unique experiences, this process naturally fosters a richer understanding and improves conversational skills Incorporating personalized exchanges into language practice enhances engagement and supports effective learning.
Example: Find out about your partner‟s daily routine
Find someone who: Students use a checklist as they walk around the room trying to find a person who has a certain characteristic
Sorting and classifying: In pairs or groups, students sort objects into various categories (which may be determined by you or by the student) and justify their classification
Communicative activities can be classified into various categories, though determining the exact number is challenging Notably, scholars like Littlewood (1981) and Harmer (1991) have proposed influential classifications that help understand these activities Understanding these frameworks is essential for designing effective language learning and teaching strategies.
Littlewood (1981, p 20-21) offered two main categories of CAs which are
"Functional communicative activities primarily emphasize the practical use of language for effective information sharing and processing, with success measured by students' ability to meet immediate communicative demands These activities are designed to help students use the target language to convey meanings accurately and efficiently, often structured around overcoming an information gap or solving a problem, as outlined by Littlewood (1981) Social interaction activities extend this focus by incorporating social context and relationships, requiring students to adapt their language to various social situations and ensuring that communication is appropriate and acceptable beyond the classroom As Littlewood (1981) notes, success is now gauged not only by language functionality but also by the acceptability of linguistic forms used in social interactions."
Sharing information with restricted cooperation
Collaborative information discovery activities involve one student or group possessing knowledge, while others aim to uncover unknown details To promote interactive learning, the "knower" is restricted from full cooperation and responds only to cues, encouraging critical thinking Participants complete communication tasks by sharing and revealing information, such as identifying pictures, finding matching pairs, or uncovering missing features and secrets These engaging activities enhance communication skills and foster active participation in educational settings.
Sharing information with unrestricted co-operation
These activities are designed to break down restrictive conventions, encouraging more open interaction among students As a result, a wide range of realistic communication patterns emerge, enabling learners to perform diverse functions such as describing, suggesting, seeking clarification, and providing help This approach enhances language use beyond simple asking and answering, fostering deeper and more effective communicative skills.
Engaging in activities that involve sharing and evaluating information enables learners to achieve successful communication by understanding others' facts and perspectives These activities expand their communicative functions and increase interaction unpredictability, fostering adaptability in real-time exchanges Over time, learners enhance their ability to express unprepared ideas, promoting spontaneous and dynamic conversations Additionally, such activities create opportunities for disagreement and negotiation, with examples including reconstructing story sequences and pooling information to solve problems, thereby strengthening their communicative competence.
Learners gain access to essential information that encourages them to communicate, collaborate, and evaluate facts together Through pair or group activities, they solve problems and make decisions collectively, developing critical skills such as analyzing information, debating, justifying their viewpoints, and persuading others These interactive experiences foster interpersonal skills and effective communication, enhancing their ability to manage collaborative discussions and reach consensus.
Summary
This chapter provides an overview of the theoretical foundations of using communicative activities in English teaching, emphasizing their importance for effective language acquisition It also reviews relevant prior research studies related to this instructional approach, offering insights into existing findings and gaps The subsequent chapter will detail the research methodology employed to investigate these concepts further.