Research questions
On the base of the above-mentioned purposes, it is necessary to recognize research questions in order to pilot the research
- What are the problems facing the learners in learning grammar?
- How can interpretation tasks help to facilitate the students’ grammar learning process?
Significance of the study
Grammar plays a crucial role in the curriculum of general English courses because it significantly contributes to learners' communicative competence Without a solid understanding of grammar, students cannot form complete sentences or effectively communicate their ideas Since grammatical competence is inherently linked to communicative ability, integrating grammar instruction is essential for language mastery However, students at UEFLC face numerous challenges in learning grammar, hindering their overall English proficiency Therefore, investigating effective methods to improve grammar teaching and learning is vital for UEFLC and similar language institutions in Vietnam facing the same issues.
Definitions of terms
Interpretation is the process where learners actively engage with language input by focusing on specific linguistic features and their meanings This involves noticing key elements and making cognitive comparisons, which ultimately leads to language intake, as described by Ellis (1995: 90-91).
Production primarily relies on implicit knowledge, with explicit knowledge gained through monitoring as a supplementary process While production is not the main method for acquiring new linguistic knowledge, it plays a valuable role in helping learners achieve mastery over features already present in their interlanguage According to Ellis (1995), production enhances learners' ability to solidify and refine their existing language skills.
Task: Task is an activity which is designed to help achieve a particular learning goal (Richard, Platt, J and Platt, D., 1992: 373)
Input: Input can be defined as language which a learner hears or receives and from which he or she can learn (Richard, Platt, J and Platt, D., 1992: 182)
Output: Output means the language a learner produces by analogy (Richard,
Intake: Intake is input which is actually helpful for the learner (Richard, Platt, J and
Overview of the study
The thesis consists of five chapters
This study provides an in-depth introduction to the background of grammar learning and teaching at UEFLC, highlighting its significance in language education The aims of the research are clearly outlined, alongside key research questions that guide the investigation The study emphasizes its importance for improving teaching practices and learner outcomes while acknowledging certain limitations that may affect the scope of the findings An overview of the entire research is presented, setting the stage for subsequent chapters that explore the methodology, results, and implications of the study.
Chapter II - Literature Review presents the theoretical background of the study including four parts: nature of grammar, grammar in different teaching methods, Communicative Language Teaching (CLT) and interpretation tasks
Chapter III - Research Design and Methodology: describes the issues of the designs and methodology such as (1) research goals and methods, (2) research design, (3) data collection procedure
Chapter IV - Findings and Analysis: provides the results of the collected data as well as discussion of the findings
Chapter V – Conclusions and recommendations: is about how to improve the process of teaching and learning grammar with the application of interpretation tasks.
LITERATURE REVIEW
Grammar
Grammar is a fundamental aspect of language, defined by Richard and Platt (1992:161) as a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences Understanding grammar is essential for mastering effective communication and sentence construction.
Thornbury S (1999: 1) had his own definition of grammar He said that a grammar is a description of the rules that govern how a language’s sentences are formed
As for Ur P (1996: 75), grammar is sometimes defined as ‘the way words are put together to make correct sentences’
2.1.2 Place of grammar in learning and teaching
In 1622 a certain Joseph Webbe, schoolmaster and textbook writer, wrote: ‘No man can run speedily to the mark of language that is shackled with grammar precepts.’
He believed that grammar can be naturally acquired through active communication, stating that "by the exercise of reading, writing, and speaking, all aspects of grammar will effortlessly and inevitably come to us, whether we consciously try or not."
Webbe was among the earliest educators to question the value of grammar instruction, sparking ongoing debates in language teaching The controversy over grammar has deeply influenced the history of language education, shaping various methods and approaches Attitudes toward the role of grammar differ widely among teachers, learners, and theorists, reflecting diverse opinions and strong convictions This persistent debate underscores the significance of grammar in language learning and the diverse perspectives that drive instructional practices.
The idea that we naturally acquire our first language without formal grammar instruction has long intrigued linguists and language educators This concept suggests that if humans can intuitively learn their native language, the same process might apply to second language acquisition The debate dates back to Joseph Webbe's time and gained renewed attention in the 1970s through applied linguist Stephen Krashen’s influential research Krashen distinguished between language learning and language acquisition, emphasizing that authentic fluency is achieved through subconscious, natural processes rather than formal study This perspective highlights the importance of immersive, real-world language exposure for effective second language learning.
Krashen emphasizes that formal instruction, particularly in grammar, has limited effectiveness for achieving real communication skills Instead, language acquisition is a natural process through which individuals pick up their first language and additional languages through contact with native speakers Acquisition occurs when learners are exposed to meaningful, stress-free input that activates innate language learning capacities He argues that acquisition is largely unconscious, whereas learning involves conscious effort According to Krashen, true success in second language proficiency depends on acquisition rather than traditional learning methods.
Some theorists suggest that learners are more active in the acquisition process than Krashen implies, emphasizing that conscious attention and awareness of grammatical features play a vital role Consciousness-raising techniques, such as highlighting grammar points, may not lead to instant mastery but can initiate mental processes that eventually result in accurate language use This perspective highlights the importance of active engagement and awareness in effective language acquisition.
Effective language learning benefits significantly from teachers employing techniques that direct learners' attention to grammatical form and providing activities that raise awareness of grammar The 'paying-attention-to-form' approach highlights that learning is enhanced when students focus on mastering correct forms and understanding grammatical features Without such focused attention on grammatical form, learners are unlikely to progress beyond basic communication skills, emphasizing the importance of attention to form in achieving language proficiency.
Effective grammar instruction should begin at the beginner level to establish a solid grammatical foundation and prevent fossilization Building this base early enables learners to progress beyond basic communication skills, facilitating improved fluency and accuracy in language use Properly integrated grammar teaching supports ongoing language development and enhances overall communication proficiency.
2.1.3 Why is English grammar difficult to learn?
Grammar is essential for using a language correctly, as it explains the meaning, forms, functions of words, and the rules for constructing sentences English grammar can be challenging to master due to regional variations in teaching, pronunciation differences from written forms, words with multiple grammatical or semantic meanings, words with identical forms that change meaning based on their sentence position, and the presence of both regular and irregular morphological elements.
(6) there are numerous exceptions to grammatical rules; (7) English is a dynamic language (http://www.corollarytheorems.com/Grammar/en_grammar.htm)
2.1.4 Causes of errors in grammar learning
English as a second language (ESL) students make second-language errors for four basic reasons that evolve from linguistic factors:
Transferring first-language structures to ESL writing can both aid and impede learners, depending on the similarities or differences between their native language and English Understanding these transfer effects is crucial for developing effective teaching strategies that support ESL students in improving their writing skills while minimizing errors caused by language interference.
Littlewood (1981) explains that transfer and overgeneralization are not separate processes but are interconnected strategies where learners utilize their existing language knowledge to interpret new input Overgeneralization involves applying prior knowledge of the second language, while transfer refers to using their mother tongue experiences to understand the second language Transfer errors are more common among beginners, as they have less second language familiarity and rely more heavily on their first language knowledge when hypothesizing about language rules.
Overgeneralization of English language rules
Both Byrd and Reid (1997: 122) and Littlewood (1981: 23) agree that the majority of intralingual errors are instances of the same process of overgeneralization that has been observed in first language acquisition
Generalization is a crucial learning strategy across all domains, including language It helps us categorize items and develop rules that predict their behavior, enabling us to make sense of the world However, our predictions can sometimes be inaccurate due to two main reasons: either the rule does not apply to a specific item within its category, requiring us to learn an exception, or the item belongs to a different category with its own rule, prompting us to reassign the item or create a new category and rule.
High level of difficulty of the language structure
According to Byrd and Reid (1997: 122), there are no absolutes in determining ease or difficulty in language structures While curriculum designers often recommend starting with "easy grammar" and gradually progressing to more complex structures, what is considered easy or difficult varies among students from different language backgrounds This highlights the importance of adapting language instruction to meet diverse learner needs for effective language acquisition.
Teachers should distinguish between language elements that are “difficult to explain” and those that are “difficult to learn,” as some aspects of language may pose teaching challenges while remaining accessible to learners Certain languages, such as those with complex subject-verb agreement rules, can be easy to teach but difficult for some learners to master, whereas others, like article usage, may be challenging both to teach and to learn Additionally, learners’ progress depends on factors such as the length of study and consistent practice, which significantly influence language acquisition outcomes.
2.1.5 Factors affecting the learning ability of grammatical structures
It is necessary to i d e n t if y a number of factors that create different degrees of learning difficulty in learning grammar
Resilient grammatical features, such as word order rules like the placement of adjectives in noun phrases, are present across all language varieties, including pidgins and foreigner talk, and can be acquired through communication In contrast, fragile features—primarily morphological properties like verb inflections—are often absent in non-primary language acquisition For instance, learners in French immersion programs can acquire resilient features through classroom interaction but struggle with fragile features Therefore, it is recommended that grammar instruction prioritize fragile features, which are more challenging to learn without direct focus.
Grammar in different teaching methods
The Grammar-Translation Method (GTM) was widely used in the early 20th century for teaching European languages, drawing heavily from the traditional methods used in Latin and Greek instruction in Europe According to Richards and Rodgers (2001), GTM emphasizes deductive grammar teaching, where grammar rules are presented and studied before being practiced through translation exercises This method follows a structured syllabus that sequences grammar points systematically, aiming to teach grammar in an organized and systematic manner.
The direct method emerged in the mid-to-late nineteenth century, challenging the traditional focus of the Grammar-Translation Method (GTM) on written language It emphasized oral skills and claimed to be a 'natural' approach, prioritizing spoken communication over explicit grammar instruction This method believed learners could acquire grammar naturally by being immersed in the language, without formal grammar lessons Grammar was taught inductively through modeling and practice, with new concepts introduced gradually as learners engaged with the language conversationally (Richards & Rodgers, 2001).
The Audio-lingual Method (ALM) emerged in the United States during the late 1950s, reflecting increased interest in foreign language teaching Rooted in behaviorist psychology, ALM emphasizes speech and oral communication while rejecting traditional grammar instruction As a variation of the Direct Method, ALM focuses on language as a set of habits to be learned through repetition and practice Its theoretical foundation considers language behavior as learned responses, prioritizing correct habit formation over explicit grammar rules.
Structures are sequenced by means of contrastive analysis and taught one at a time
Structural patterns are taught using repetitive drills
There is little or no grammatical explanation
The Audio-Lingual Method (ALM) was popular for many years but faced critique from linguists like Noam Chomsky, who rejected the structuralist and behaviorist theories of language learning Chomsky emphasized that language is not merely a habit structure but involves innovation and the formation of new sentences according to complex, abstract rules The ALM’s reliance on pattern practice, drilling, and memorization was argued to fall short of developing true communicative competence, as it focused on habit formation rather than engaging with the abstract mental processes involved in language acquisition.
This approach was developed based on the belief that the second or foreign language learning is very similar to first language acquisition
In this approach, listening is regarded as the foundational skill that enables the natural development of speaking, reading, and writing skills when provided with appropriate conditions Learners should start by listening to meaningful speech and respond non-verbally in ways that make sense before they attempt to produce language themselves Forced speech and immediate error correction are considered unnecessary and potentially counterproductive, with the primary goal being learners’ ability to understand others and communicate effectively (Winitz, H., 1981: 22).
A comprehension-based approach offers several key benefits for language learning According to Gary (1978), it provides a cognitive advantage by promoting better second language acquisition, and an affective advantage by reducing the stress and embarrassment often experienced during sentence production Additionally, it is efficient because it benefits both low and high aptitude learners equally, and it has a practical utility, as teaching listening skills enables learners to become more functional in the target language and continue their studies independently.
The Communicative Approach (CA) has been known as a new way in teaching English since the early 1970s It was also seen as dissatisfaction with the GTM and the
Many educators and linguists believe that traditional methods alone are insufficient for enabling learners to communicate effectively in diverse real-life situations According to American and British proponents (Richards & Rodgers, 1986), the communicative approach aims to make communicative competence the primary goal of language teaching This method emphasizes the importance of developing procedures for teaching the four language skills—listening, speaking, reading, and writing—while recognizing the interdependence of language and communication.
Brown (1994) emphasizes that grammatical structures are better understood within various functional categories, moving away from traditional rule-based teaching In the Communicative Approach (CA), less focus is placed on explicitly presenting and discussing grammatical rules, instead emphasizing the use of authentic language to build fluency However, it is crucial that fluency does not come at the expense of clear and unambiguous communication Communicative classrooms foster greater spontaneity, encouraging students to handle unrehearsed situations with guidance rather than strict control from the teacher.
According to Ellis (1997: 88), grammar tasks can be designed to focus learners' attention on specific structures without requiring production, thereby helping them understand the meanings these structures convey Such tasks encourage form-function analysis by having students interpret input that exemplifies different grammatical forms For example, learners might listen to sentences in both active and passive voice and select the correct form to match meanings depicted in pictures, promoting comprehension through targeted input.
Input-oriented grammar instruction is supported by current second language acquisition theories, which emphasize the importance of organizing input effectively over manipulating learners' output Noticing grammatical features in input is more accessible for learners than producing target structures, making input-focused methods more logical While production practice can help learners gain better control over familiar structures, focusing on input helps them attend to new structures and promotes more consistent use of correct forms.
Learners are often exposed to sentences or texts featuring the target structure without additional focus or instructional emphasis This approach relies on the assumption that merely encountering the structure frequently in input will naturally promote learning However, without targeted attention or explicit instruction, the likelihood of effective acquisition may be limited Enhancing learning requires not only exposure but also deliberate focus on the target language features, optimizing language acquisition outcomes.
Input enhancement involves increasing the prominence of a target structure to facilitate language learning This can be achieved by modifying the input itself, such as using bold print to highlight the structure, or by designing tasks that direct learners' attention to the structure For example, asking questions that encourage careful focus on specific grammatical forms helps learners notice and internalize the target language feature Implementing input enhancement strategies effectively supports improved acquisition of targeted language structures.
There are two kinds of output-oriented approach: error-avoiding approach and error-inducing approach (Ellis, R., 1997: 89)
Production-based practice activities vary, with one key distinction being between error avoiding and error inducing tasks Most of these activities are designed to help learners produce grammatically correct sentences, focusing on error avoidance to enhance language accuracy By emphasizing error-free production, these activities support effective language learning and improve grammatical proficiency.
Error avoidance in learning can be approached through various options, primarily distinguished between drills and exercises Drills are structured to ensure only one correct answer, promoting focused practice, while exercises tend to be more open-ended and encourage creative thinking However, this distinction is not strictly binary; instead, these methods exist along a continuum from simple text manipulation to more complex text creation, emphasizing the importance of adapting activities to different learning objectives Incorporating this flexible approach supports more effective and engaging language development.
Text-manipulation activities are engaging exercises that provide learners with sentences to work with, encouraging active language use These activities involve tasks such as filling in the blanks, selecting options from given items, substituting words or phrases, or transforming sentences into different patterns By incorporating these tasks into language instruction, educators promote practical application and reinforce understanding of grammatical structures and vocabulary Incorporating text-manipulation activities into your teaching strategies enhances learner engagement and supports overall language development.
Interpretation tasks
Input practice involves structured input tasks designed to enhance language learning These tasks require students to read or listen to specially prepared texts rich in examples of the target structure Students are encouraged to consciously attend to and understand the meaning of the target structure One common type of structured input activity involves gap-filling exercises, where words containing the target structure are removed from the text, and students must fill in the missing words (Ellis, 1997: 151).
2.3.2 What do we use interpretation tasks for?
Interpretation tasks have the following goals (Ellis, 1997: 153)
First, to enable learners to identify the meanings realized by a specific grammatical feature (i.e to help them carry out a form-function mapping)
The primary goal in this context is developing grammar comprehension, which focuses on understanding grammatical structures This differs from message comprehension, where learners grasp the overall meaning without necessarily paying attention to grammatical forms Emphasizing grammar comprehension helps learners recognize and use correct linguistic patterns, enhancing their overall language proficiency.
To enhance input in such a way that learners are induced to notice a grammatical feature that otherwise they might ignore
In other words, interpretation tasks are designed to facilitate noticing
To promote interlanguage development, learners must engage in cognitive comparison by noticing discrepancies between the way a grammatical form conveys meaning in input and their own usage Encouraging learners to identify and reflect on common errors helps them recognize these gaps Effective interpretation tasks involve a sequence of activities: first, comprehending input designed to highlight specific grammatical structures; second, paying close attention to the essential properties of the target feature; and third, performing cognitive comparisons between the input and their own output to foster language acquisition.
2.3.3 General principles for the design of interpretation tasks
Before any interpretation task is designed, the following principles must be taken into consideration (Ellis, 1997: 155)
Learners should be required to process the target language, not to produce it
An interpretation activity consists of a stimulus to which learners must make some kind of response
The stimulus can take the form of spoken or written input
Responses to prompts can vary, including options such as true/false, checking a box, selecting the correct picture, drawing a diagram, or performing an action These responses can be entirely non-verbal or involve minimal verbal communication, making them suitable for individuals with diverse communication needs Understanding these diverse response formats is essential for creating accessible assessment and interaction methods.
The activities in the task can be helpfully sequenced to required first attention to meaning, then noticing the form and function of the grammatical structure and finally error identification
Upon completing the task, learners will have gained a clear understanding of how the target form is used to perform specific functions in communication, engaging in a comprehensive form-function mapping process.
Learners can benefit from the opportunity to negotiate the input they hear or read
Interpretation tasks should require learners to make a personal response as well as a referential response
As a result of completing the task, learners should have been made aware of common learner errors involving the target structure as well as correct usage
Understanding the limitations of interpretation tasks is crucial, as they provide teachers with opportunities to directly influence second language (L2) acquisition However, successful intervention is not guaranteed, since the intake may not always integrate into the learner's implicit L2 knowledge, highlighting the need for careful implementation and realistic expectations in language teaching.
Ellis (1997) clarified that interpretation tasks should not entirely replace production-based grammar instruction, but can effectively enhance learners' accuracy with target language grammatical forms they have already mastered He emphasized that grammar teaching should not comprise the entire or primary component of a language program; instead, it should be integrated with tasks that promote incidental acquisition of implicit knowledge without a specific linguistic focus A comprehensive language program benefits from a variety of tasks that balance attention to grammatical form with focus on message conveyance, ensuring both accuracy and communicative competence.
RESEARCH DESIGN AND ETHODOLOGY
Research goals and methods
This study aims to identify the challenges faced by learners in mastering grammar, explore the effectiveness of interpretation tasks in enhancing grammar instruction, and offer practical pedagogical recommendations to improve the teaching and learning process.
This study used an experimental teaching approach based on input-based methodology to enhance grammar learning The instructional method focused on exposing students to abundant grammatical input and interpretation tasks, enabling them to understand new structures effectively By providing extensive exposure to authentic language use, the approach aimed to improve students' comprehension of how grammatical structures function in English Ultimately, this method supported learners in applying grammatical rules confidently to produce their own correct sentences.
This study utilized two sets of questionnaires administered before and after experimental teaching to evaluate its effectiveness The initial questionnaire gathered data on students’ challenges in learning grammar, their learning strategies, and suggestions for improvement The follow-up questionnaire assessed the impact of interpretation tasks on students’ understanding and application of new grammatical structures Additionally, teachers completed a questionnaire to identify learners’ difficulties and the teaching solutions implemented to enhance grammar instruction These combined insights provide a comprehensive evaluation of the experimental teaching’s impact on grammar learning and teaching strategies.
Analyzing data from three questionnaire sets will provide valuable insights into grammar teaching and learning at UEFLC These insights will inform targeted pedagogical recommendations aimed at improving the effectiveness of grammar instruction and enhancing student language proficiency.
Research Design
The subjects consisted of 127 students from six evening classes and 15 teachers at the UEFLC, branch 4, at Hung Vuong High School
Participants were randomly selected from a large population of English learners at UEFLC enrolled in general English courses, providing opportunities to practice all four language skills—listening, speaking, reading, and writing—as well as key language components like grammar, vocabulary, and pronunciation They all used International Express coursebooks focused on business topics, catering to diverse learner backgrounds, including university and college students, high school students, secondary students, and working professionals Their reasons for learning English varied, such as reviewing previous knowledge, aiming for better jobs, preparing for the TOEIC exam, or simply personal interest without specific goals.
Fifteen enthusiastic teachers were randomly selected from a pool of 28 at the Foreign-Language Center of Ho Chi Minh City University of Education These educators included young professionals, many of whom worked as freelance English teachers exclusive to foreign language centers, alongside high school and university instructors Several teachers were recent graduates with experience in English instruction, demonstrating a diverse range of backgrounds and expertise Most of the selected teachers possessed substantial teaching experience, contributing to the center's dynamic learning environment.
Questionnaires, as defined by Brown (2001: 6), are written tools that present respondents with a series of questions or statements, prompting them to respond by writing their answers or choosing from predefined options They are especially effective for collecting data on a large scale, making them a valuable method for large-scale research and data collection efforts.
Questionnaires are a time-efficient tool for researchers, enabling the quick collection of extensive data on affective aspects of teaching and learning, such as beliefs, attitudes, motivation, and preferences (Richard, 1996) Today, they are widely utilized in applied linguistics for various purposes, including language surveys and studying learner attitudes and motivation.
The study employed three distinct questionnaires to assess both teachers and students' perceptions and experiences Students completed two questionnaires—one prior to the experimental teaching and another afterward—to measure changes over time Additionally, a third questionnaire was administered to teachers to gather their insights and feedback on the experimental teaching process.
3.2.2.1.1 Students’ questionnaire before the experimental teaching
The questionnaire comprises 11 items divided into two parts Part I gathers students’ background information, including gender and age, while Part II focuses on the main survey questions Most questions require respondents to select from predefined options; however, Question 11 invites them to provide personal recommendations for improving grammar teaching and learning at the center Participants can choose from the given options or write their own ideas in the “Other opinions” space if none of the choices apply This structure ensures comprehensive data collection on student demographics and perceptions.
The Vietnamese version of the first questionnaire is available in Appendix A, while the English version can be found in Appendix B This questionnaire is designed to gather comprehensive responses and insights, with its contents summarized below to ensure clarity and understanding for all participants.
Item 1 is about students’ gender Item 2 is about students’ age Item 3 is about how long they have learnt English Item 4 is about their purpose of learning English Item 5 is about their assessment of their grammar knowledge Item 6 is about how often they learn grammar
Item 7 is about their comments on grammar Item 8 is about their problems in learning grammar with their coursebook Item 9 is about their weaknesses in learning grammar
Item 10 is about their ways of practising grammar Item 11 is to gather their recommendations to improve the situation of teaching and learning grammar at UEFLC
3.2.2.1.2 Students’ questionnaire after the experimental teaching
The second questionnaire, comprising six items, is divided into two parts to ensure comprehensive data collection Part I gathers essential background information about students, such as their gender and age, providing context for the survey Part II focuses on the main questions, capturing students' perceptions, experiences, and attitudes related to the study topic This structured approach enhances the accuracy and relevance of the survey results.
Item 1 is about students’ gender Item 2 is about students’ age Item 3 is about their evaluation of interpretation tasks to help them understand form and meaning of a new structure
Item 4 is about their evaluation of interpretation tasks to arouse their interest in learning grammar
Item 5 is about their evaluation of the applicability of interpretation tasks
The questionnaire, consisting of 11 questions, is designed to explore teachers’ techniques for teaching grammar, their perspectives on teaching conditions, and the challenges they face It is divided into two parts: the first gathers background information such as teachers’ gender, age, teaching experience, and highest qualifications Since the teacher questionnaire mirrors the student version, teachers are expected to complete both similarly Overall, the questionnaire aims to provide comprehensive insights into teachers’ grammar teaching methods and experiences.
Item 1 is about teachers’ gender Item 2 is about their age
Item 3 is about their teaching experience
Item 4 is about their highest qualifications Item 5 is what they know about the students’ difficulties with the coursebook in learning grammar
Item 6 is about what they know about the students’ weaknesses in learning grammar
Item 7 is about their evaluation of the efficiency of interpretation tasks to help students understand form and meaning of a new structure
Item 8 is about their evaluation of the efficiency of interpretation tasks to arouse students’ interest in learning grammar
Item 9 is about their evaluation of the applicability of interpretation tasks Item 10 is about their recommendations to improve the situation of teaching and learning grammar at UEFLC
Interviews are highly flexible and personal, providing rich data in both written and spoken forms, making them ideal for exploratory research Their adaptable nature allows interviewers to explore new perspectives that questionnaires may not capture, encouraging openness and candidness from interviewees The personal aspect of interviews fosters a comfortable environment where participants are more willing to share tentative or exploratory thoughts, ideas, and hypotheses This richness of data enables in-depth exploration of complex issues, making interviews a valuable method for gaining comprehensive insights in qualitative research.
To ensure the validity of this research, interviews were conducted with 15 teachers, focusing on their perspectives regarding students' difficulties in learning grammar The discussions also covered teachers’ feedback on grammar tasks in the International Express coursebook and their evaluations of the grammar tasks recommended by the researcher.
The interviewees' responses were carefully noted and recorded with their permission, ensuring ethical standards Teachers participating in the informal interviews were informed of the objectives beforehand, enabling them to answer freely and comfortably.
3.2.2.3 Experimental teaching 3.2.2.3.1 Experimental teaching outline
Week Elementary level (Class A2) Low-intermediate level (Class B3)
1 Unit 5: Mass and count nouns Unit 1: Present simple and present continuous
2 Unit 5: How much / how many Unit 1: Action and state verbs
3 Unit 5:Some/ any/ a lot of/ much/ many
Unit 2: Past simple and present perfect simple review
4 Unit 6: Comparative adjectives Unit 2: Used to + infinitive
5 Unit 6: Superlative adjectives Unit 2: Subject and object questions
6 Unit 7: Present continuous tense Unit 3: Relative clauses
Our language program is structured into several levels to cater to different learning stages The elementary level includes four classes: A1, A2, A3, and A4, focusing on foundational English skills The pre-intermediate level comprises classes A5, A6, B1, and B2, designed to enhance basic communication abilities The intermediate level features classes B3, B4, B5, and B6, promoting more advanced language comprehension At the upper-intermediate stage, students can enroll in classes C1, C2, C3, and C4, which prepare learners for fluent and confident English use Additionally, key grammar topics such as the simple future tense and relative clauses are integrated into the curriculum to strengthen overall language proficiency and support effective communication.
The International Express series by Keith Harding and Liz Taylor, published by Oxford University Press in 2006, is specifically designed for elementary and low-intermediate language learners These coursebooks focus on developing essential language skills, including pronunciation, grammar, and the four core skills of listening, speaking, reading, and writing The program integrates grammar instruction within an eight-week course, ensuring a balanced and engaging learning experience that keeps students motivated and prevents lessons from becoming monotonous.
Data collection procedure
The initial student questionnaire was distributed to 135 students across six evening classes at UEFLC, covering all levels: elementary, pre-intermediate, intermediate, and upper-intermediate It aimed to identify students’ challenges in learning grammar and gather their suggestions for improving grammar instruction To ensure clarity, the researcher was present during distribution to assist students with any questions, and participants completed the questionnaire within 20 minutes in class Additionally, 18 teachers were surveyed; their questionnaires were returned after being completed at home due to limited time during class All 15 completed teachers’ questionnaires met the study’s requirements, while 127 out of 135 student questionnaires were valid for data analysis The results will predominantly be based on these valid responses.
After seven weeks of experimental lessons, a second questionnaire was distributed to students in two classes taught by the researcher to evaluate their feedback on the new teaching approach A total of 58 completed questionnaires were collected for data analysis, providing valuable insights into students' perceptions and experiences with the innovative instructional method.
This chapter outlines the research design and methodology, detailing the subjects involved, the experimental teaching procedures, and the data collection process The subsequent chapter will analyze the data and discuss the key findings to provide comprehensive insights into the study.
DATA ANALYSIS AND FINDINGS
Responses from the questionnaires
4.1.1 Students’ responses before the experimental teaching
Totally 127 learner questionnaires were accepted for the data analysis The findings from the learners’ responses are presented as follows
Among the 127 learners surveyed, female students outnumbered male students, with gender ratios of 55% female and 45% male Questions 1 and 2 focused on students' characteristics, including age, revealing that most participants were within a specific age range These demographic insights highlight the predominance of female learners and provide a clearer understanding of the student population's demographics.
The majority of learners, accounting for 58%, are between 18 and 24 years old, with smaller proportions under 18 (20%) and over 24 (22%) These age demographics suggest that most participants are high school or university students, making up 78%, while only 22% are likely working professionals This indicates that learning English plays a significant role in supporting both their academic pursuits and career development.
4.1.1.2 Students’ process of learning English
4.1.1.2.1 Students’ time of learning English Learning time Number (N= 127) Percentage under 1 year 16 13%
Table 4.2 Students’ time of learning English
Question 3 was intended to know how long the students had learned English In fact, more than half of the students have studied English more than five years, which means that they have invested a lot of time in studying English and they must have got some useful experience of learning English
4.1.1.2.2 Students' purposes in studying English
When being asked about their purposes in studying English in question 4, the respondents gave a variety of answers according to their age
According to the survey, 58% of students study English to secure better job opportunities, highlighting their recognition of English’s importance in career advancement Half of the students (50%) focus on grammar study to obtain an English certificate, which they deem crucial The primary goal for many, with 68% agreement, is to improve foreign communication skills Conversely, only 23% study English to meet job requirements, and a smaller proportion, 18%, aim for good academic grades.
Students' purposes in studying grammar
To get an English certificate 64 50%
To meet the job requirement 29 23%
Table 4.3 Students' purposes in studying grammar
4.1.1.3 Students’ views on their grammar learning 4.1.1.3.1 Students’ evaluation of their grammar knowledge
Students’ evaluation Number (N7) Percentage bad 10 8% quite bad 18 14% average 82 65% fairly good 16 12% good 1 1%
Table 4.4 Student's evaluation of their grammar knowledge
It is surprising to discover that 8% and 14% of the students thought that their grammar knowledge as bad and quite bad respectively Moreover, 65% of them considered their grammar knowledge as at average level and only 13% of them had good evaluation of their grammar knowledge In my opinion, although most of the students in UEFLC have studied English for a long time, their grammar knowledge are not thought to improve remarkably Perhaps, they have some difficulties in learning grammar
4.1.1.3.2 Students' practising grammar at home
Students' practising grammar at home
Percentage always 0 0% usually 15 12% sometimes 74 58% seldom 27 21% never 11 9%
Table 4.5 Students' practising grammar at home
Interestingly, the students’ practising grammar at home reflected their evaluation of their grammar knowledge Of the 127 students, only 12% of them usually spent time studying grammar at home, 21% of them seldom practised grammar and 9% of them never opened their notebook to review grammar This ratio may hurt some teachers who have tried their best to give their students good grammar lessons However, a large number of them (58%) admitted that the sometimes practised grammar at home, which can console their disappointed teachers From my point of view, the students’ discouraging evaluation of their grammar knowledge must have resulted from their lack of practising grammar at home If they had spent time on grammar practice, their grammar knowledge would have improved
4.1.1.3.3 Students’ evaluations of learning grammar
A majority of students (59.1%) believe that grammar is important, with none considering it unimportant While only a small percentage (4.7%) find learning grammar boring, some students (17.3%) consider grammar interesting, and a notable portion (18.9%) view grammar learning as average Overall, students recognize the significance of grammar, with varied perceptions of its difficulty and interest level.
Chart 4.1 Students’ evaluations of learning grammar
4.1.1.4 Students’ problems in learning grammar
4.1.1.4.1 Students’ problems with the International Express coursebook
4.1.1.4.1.1 The examples are difficult to understand
Chart 4.2 Students’ opinion: The examples are difficult to understand
A majority of students experience difficulties with the examples in the grammar section, with 4% always finding them hard to understand and 9% usually struggling Additionally, 61% occasionally face similar challenges, indicating that 74% of students agree that the examples need to be paraphrased or replaced These findings suggest that revising and updating the examples could significantly enhance student comprehension and learning effectiveness.
4.1.1.4.1.2 The grammar tasks are not interesting
Chart 4.3 Students’ opinion: The grammar tasks are not interesting
Most students found the grammar tasks in their coursebook uninteresting There were 7% of them as always, 10% of them as usually and 46% of them as sometimes
As a teacher, I observed that grammar exercises typically fall into three categories: gap-fill tasks, multiple-choice questions, and sentence rewriting These activities often focus on business topics, which tend to fail to engage students’ interest Incorporating more diverse and relevant content could enhance student motivation and improve their language learning experience.
4.1.1.4.1.3 The grammar section is not clear enough
Chart 4.4 Students’ opinion: The grammar section is not clear enough
Many students disagreed with the comment, as 35% reported they rarely encountered clarity issues, and 13% stated they never faced such problems However, over 50% of students felt that the grammar section was not clear enough, highlighting a significant concern about its clarity and effectiveness.
Students often face challenges in applying grammar, with many struggling to use correct grammar in writing and speaking Specifically, 4% of students never experience issues applying grammar in writing, while 39% usually do, and 38% sometimes do, indicating frequent difficulties In speaking, 12% never encounter problems, but nearly half (49%) usually struggle, and 29% sometimes face challenges Common issues include forgetting grammatical items, with 39% usually forgetting and 37% sometimes Mistakes in differentiating grammatical items are also prevalent, as 47% sometimes confuse one with another Additionally, many students are influenced by Vietnamese when constructing sentences, which impacts their grammatical accuracy.
Students face numerous challenges in applying English grammar, particularly in speaking and memorization A significant 61% of students always or usually struggle with applying grammar in speaking, highlighting the need for increased speaking practice during lessons Many students also find it difficult to remember learned grammatical items, with 5% always, 37% usually, and 39% sometimes experiencing this issue, often linked to a lack of home practice Distinguishing between different grammatical items is another major problem, affecting 7% always and 25% usually, which requires urgent attention Additionally, influence from Vietnamese when constructing sentences affects 6% always and 45% usually of students, mainly due to insufficient input in grammar learning Conversely, understanding grammar lessons remains less problematic, with only 4% usually and 42% sometimes struggling, offering some reassurance to educators Addressing these issues through targeted practice and input can significantly improve students’ grammar proficiency.
According to Table 4.6, the primary challenge students face in speaking is applying grammar correctly, with 12% struggling to know how to do so, and 49% frequently encountering difficulties with grammar usage during speech Additionally, 47% of students sometimes confuse one grammatical item with another, while 42% tend to forget grammatical rules altogether These findings highlight the crucial role of grammar in developing speaking skills for both teachers and learners To address this, students require more oral practice sessions integrated into each grammar lesson, along with revision activities to reinforce their understanding and ensure better mastery of grammatical concepts in speaking.
Question 10 asked the students how they learned grammar at home The results presented in chart 4.5 indicated that students learned grammatical patterns by heart more often than any other methods with 12% as always and 43% as usually The second most popular method was doing many grammatical exercises with 6% as always and 38% as usually Concentrating on grammatical items when listening was the third most popular method among the students with 13% as always and 20% as usually The next popular method was reading books to memorize grammatical items with 8% as always and 23 % as usually The least popular one was making sentences to memorize grammatical items
Students generally prefer easier learning methods, such as reading books, listening to others, and practicing sentence formation, over traditional methods like memorization or extensive grammar exercises However, these shortcut approaches are not effective for long-term mastery of grammar For effective grammar acquisition, students should engage in substantial grammatical input through reading newspapers and books, listening to native speakers, and actively constructing sentences to reinforce grammatical concepts.
Chart 4.5 Students' grammar learning methods
4.1.1.6 Students’ suggestions for teaching and learning grammar
Question 11 asked for the respondents’ recommendations to help the students at UEFLC better the teaching and learning of grammar A great number of the students shared the following opinions
Results from the interviews with teachers
Fifteen experienced teachers, responsible for general English classes using International Express coursebooks, participated in the interview Having taught this textbook for multiple courses, they possess valuable insights and extensive expertise to share.
4.2.1 The first question: Can you tell me about activities in your grammar lessons?
All teachers preferred the inductive method over the deductive approach during the presentation stage, although they often used both methods interchangeably In the practice stage, most teachers relied on grammar exercises from the International Express coursebooks and workbooks as mechanical practice Only 26.6% of teachers conducted meaningful practice activities for new structures, while the majority did not include such activities Notably, 33.3% of teachers asked students to translate sentences from Vietnamese into English to provide meaningful practice, highlighting diverse approaches in classroom activities.
From the teachers’ answers to the first question, it can be inferred that practice was not done enough to ensure the students’ acquisition of grammar
4.2.2 The second question “What do you think of grammar exercises in International Express coursebooks and workbooks ?”
14 teachers (93.3%) agreed that the grammar exercises in International Express coursebooks and workbooks were either so difficult or so easy for the students at
Most teachers found the vocabulary in the exercises too difficult to understand and perceived the business topics as irrelevant to high school and university students Specifically, only 1 teacher (6.7%) considered the exercises acceptable, while 14 teachers (93.3%) found them uninteresting Conversely, just one teacher (6.7%) thought the exercises were engaging, highlighting widespread dissatisfaction with the exercise content's relevance and appeal.
Most teachers expressed dissatisfaction with the limited number of practice exercises in the textbooks, with 73.3% (11 teachers) stating there were insufficient opportunities for students to practice new grammatical structures As a result, these teachers supplemented their lessons with additional exercises from other grammar books to enhance student practice Despite their frequent use of the exercises during lessons, many teachers did not find the exercises in the textbooks satisfactory, indicating a need for more comprehensive and varied practice materials to support effective grammar learning.
4.2.3 The third question “What problems do your students have in learning grammar?”
Many students struggle to apply grammatical structures accurately in speaking and writing, often forgetting what they have learned or confusing different meanings of similar items Teachers observed frequent grammatical mistakes made by students in both oral and written exercises Approximately 40% of teachers noticed that students tend to translate sentences from Vietnamese into English when prompted to speak or write, highlighting a reliance on their native language A common concern among teachers is the lack of sufficient practice exercises in the International Express coursebooks, which hinders students’ ability to reinforce both the form and meaning of new grammar structures Additionally, some teachers believe that the focus on business topics within the textbook makes it difficult for students to effectively apply grammar in real-life situations.
4.2.4 The fourth question “What do think of the interpretation tasks recommended by the researcher in teaching grammar?”
All the teachers showed great interest in the interpretation tasks suggested by the researcher, valuing them for their potential to help students better understand the form and meaning of new language structures They considered these tasks to be innovative, engaging, and suitable for students at UEFLC However, some teachers highlighted that the tasks might be limited for intermediate and upper-intermediate students who require more challenging exercises Additionally, they emphasized the importance of combining interpretation tasks with other activities that promote student communication to enhance overall language learning.
Findings
The analysis of the data obtained from the teachers’ and students’ responses has led to the following findings
Before the experimental teaching, students primarily viewed their grammatical knowledge as average (65%), with some considering it poor (8%) and very poor (14%) A significant majority recognized the importance of grammar, with 59.1% stating that grammar was crucial for language mastery Additionally, 58% of students reported dedicating time to studying grammar at home, highlighting their commitment to improving their English skills The primary motivation for learning English among students was to achieve effective communication.
Many students find the examples in the grammar section difficult to understand, with 63% sometimes struggling, while 3.9% always find them challenging They also perceive grammar tasks as not interesting, with 45.7% feeling this way sometimes Students face difficulties in applying grammar rules in speaking and writing, often forgetting rules or confusing different structures Influences from their native Vietnamese language pose additional challenges in mastering English grammar The most common method of learning grammar is memorizing rules by heart, with 12% always doing so and 43% usually relying on this approach Despite these difficulties, 88% of students reported progress in grammar learning after participating in the experimental classes, indicating effective learning outcomes.
After the experimental classes, students highly valued the interpretation tasks assigned by the teacher, finding them effective for learning Specifically, 75.8% of students identified matching information in columns A and B as the most helpful activity to understand new structures and their meanings Additionally, 89.7% found the task of looking at a picture and selecting a corresponding sentence the most engaging, successfully fostering their interest Furthermore, 86.2% of students rated the task of reading texts and determining sentence accuracy as the easiest, indicating its accessibility and effectiveness for learning.
Most teachers agree that students face challenges with the International Express coursebooks in mastering grammar, citing difficult-to-understand examples (66.7% often, 20% sometimes) and unengaging grammar tasks (6.7% always, 53.3% often, 26.7% sometimes) They also observe that students struggle to apply grammar correctly in speaking and writing, often forgetting rules or confusing similar structures, with some being influenced by Vietnamese when learning English grammar.
Teachers and students highly appreciated interpretation tasks that enhance language comprehension Matching information in columns and circling correct sentences were regarded as highly effective for understanding form and meaning, with 86.7% of both groups supporting these activities Additionally, teachers found picture description tasks engaging and effective in arousing students’ interest, with 100% approval Most participants also considered the matching task between columns to be easy to perform, contributing to a positive learning experience.
(80%) They often used the tasks of giving the correct word form to complete the sentences (80%) and reading the questions/ information and circling the correct sentences (93.3%) in teaching grammar
4.3.3 The application of interpretation tasks
The initial student questionnaire highlighted ongoing challenges in learning grammar, with students struggling to apply rules in speaking and writing and finding it difficult to memorize grammar concepts Limitations within the International Express coursebooks also hindered effective grammar acquisition Additionally, students rarely practiced grammar exercises at home, often relying on memorization rather than understanding As a result, many students perceive their grammatical skills as average or poor, emphasizing that grammar remains a challenging subject for them.
Experimental teaching using interpretation tasks has significantly improved the process of learning grammar by engaging students in focusing on both form and meaning Both students and teachers highly appreciated these tasks, as they effectively direct attention to new structures through creative and memorable input Interpretation tasks facilitate gradual and natural absorption of the form and meaning of grammar, enhancing long-term retention During free practice and production, students can easily generate sentences after sufficient input, making their language use more fluent Compared to mechanical repetition, interpretation tasks have proven to be more effective, helping most students overcome grammatical difficulties and improve their language skills.
Applying interpretation tasks enhances students' understanding of grammar lessons, enabling them to improve their grammar knowledge effectively This approach makes learning grammar easier and more enjoyable, leading to increased engagement in grammar lessons Incorporating interpretation activities fosters better comprehension and a positive attitude toward learning grammar.
This chapter concludes the study by highlighting key findings from the experimental lessons and offers pedagogical recommendations to address students’ challenges in learning grammar It emphasizes the effectiveness of the input-based approach and interpretation tasks in enhancing grammatical understanding, providing practical strategies for teachers to apply these methods in the classroom.
The CLT (Communicative Language Teaching) approach combined with the PPP (Presentation, Practice, Production) procedure has gained widespread popularity in teaching English, particularly in grammar instruction Despite this trend, research at UEFLC indicates that students continue to face challenges in mastering grammar, such as difficulty applying grammatical rules in speaking and writing, and struggles with retaining grammatical structures.
The researcher implemented an input-based approach to teaching grammar, focusing learners’ attention on targeted structures within input to enhance understanding This method prioritizes input-processing for comprehension rather than output production, using interpretation tasks instead of traditional production exercises To support this, seven types of interpretation tasks were introduced to help students better understand the form and meaning of new grammatical structures These tasks effectively facilitate the process of learning grammar by promoting comprehension and deeper understanding.
An input-based approach cannot replace the Communicative Language Teaching (CLT) and the Presentation, Practice, Production (PPP) procedures in teaching grammar; instead, it serves as a complementary step to enhance the learning process This approach provides students with opportunities to understand the form and meaning of new structures through various interpretation tasks, which differ significantly from mechanical drills or traditional grammar exercises focused solely on correct form After engaging in interpretation tasks, students can progress to meaningful practice, free practice, and language production, ensuring a more comprehensive and effective command of grammar.
During the experimental classes, students engaged in seven types of interpretation tasks, which were part of the practice stage following the Presentation-Practice-Production model in grammar lessons These tasks were particularly engaging as they focused on both form and meaning, making the learning process more interactive Most students found the tasks easy to complete, helping to demystify grammar and reduce perceived difficulty Additionally, the majority of students reported that these tasks were highly effective in enhancing their understanding of both the form and meaning of new grammatical structures.
In brief, input-based approach together with interpretation tasks has been proved to be useful for the students to learn grammar at UEFLC
5.2.1 For the application of interpretation tasks in grammar teaching
5.2.1.1 Interpretation tasks should be used frequently in grammar teaching
Interpretation tasks are effective in teaching and learning grammar, as they require minimal or no production from students and focus on noticing the form and meaning of new structures in real contexts These tasks enable students to understand both the form and meaning of grammar rules, helping them overcome learning difficulties Experimental teaching showed that students improved in applying grammar in speaking and writing, as well as memorizing rules Additionally, interpretation tasks can be adapted for various levels, including Elementary, Pre-Intermediate, and Intermediate According to teachers and students at UEFLC, these tasks are engaging and easy to complete, making them a valuable tool that should be used frequently to enhance grammar learning.
5.2.1.2 Interpretation tasks should be used appropriately in the grammar lessons
The researcher introduced seven types of interpretation tasks, but not all are suitable for every grammar lesson In a typical lesson structure—Presentation, Practice, and Production—these interpretation tasks are recommended for the practice stage, taking care not to consume too much time For an effective lesson, it is advised to include two to four interpretation tasks, with simpler structures using fewer tasks and more complex structures requiring up to four After completing these tasks, teachers can transition to meaningful practice and production, which are more time-intensive and promote deeper language learning.
Further research
Grammar has traditionally been viewed as a challenging subject for language learners Implementing an input-based approach combined with interpretation tasks can effectively enhance students’ grammar learning at UEFLC While the study shows promising results, it is important to note that the research sample is limited, involving only 15 teachers and 58 students The participants primarily consist of elementary and low intermediate level students, which may impact the generalizability of the findings.
The findings of this study may not fully represent the broader population or apply to all English classes at UEFLC across different levels Future research with larger samples of teachers and students is necessary to enhance the generalizability and comprehensiveness of these results.
1 Bardovi-Harlig, K (1987) Markedness and salience in second language acquistion Language Learning 37: 385-407
2 Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy Prentice Hall
3 Brown, J D (2001) Using Surveys in Language Programs Cambridge University
4 Byrd, P and Reid, J (1997) Grammar in the Composition Classroom Heinle &
5 Ellis, R (1994) The study of second language acquisition Oxford University Press
6 Ellis, R (1995) Interpretation tasks for grammar teaching TESOL Quarterly, 29 , 1
7 Ellis, R (1997) SLA Research and Language Teaching Oxford University Press
8 Gary, J (1978) Why speak if you don’t need to? The case for a listening approach to beginning foreign language learning, in Ritchie (eds.) 1978
9 Goldin-Meadow, S (1982) The Resilience of Recursion: a study of a communication system developed without a conventional language model, in Wanner and Gleitman
10 Harmer, J (1987) Teaching and Learning Grammar United Kingdom: Longman
11 Harmer, J (1991) The Practice of English Language Teaching Longman Group UK Limited
12 Harley, B (1989) Functional grammar in French immersion: classroom experiment Applied Linguistics 10: 331-59
13 Hulstijn, J and R de Graaff (1994) Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal, in Hulstijn and Schmidt (eds.) 1994
14 Krashen, S D (1982) Principle and Practice in Second Language Acquisition
15 Larsen –Freeman D (1997) Chaos and complexity science and second language acquisition Applied Linguistics 18: 141-65
16 Littlewood, W (1981) Communicative Language Teaching Cambridge: Cambridge
17 Pienemann, M (l985) Learning ability and syllabus construction, in Hyltenstam and Pienemann (Eds.) 1985
18 Richards, J C and Rodgers, T S (2001) Approaches and methods in language teaching Cambridge University Press
19 Richard, Platt, J and Platt, D (1992) Dictionary of Language Teaching and Applied
Linguistics Longman Group UK Limited
20 Schmidt, R (1990) The role of consciousness in second language learning Applied Linguistics 11: 129-58
21 Thornbury, S (1999) How to Teach Grammar Pearson Education Limited
22 Thornbury, S (2001) Uncovering Grammar Oxford: Macmillan Publishers Limited
23 Ur, P (1988) Grammar Practice Activities Cambridge University Press
24 Ur, P (1996) A Course in Language Teaching Cambridge University Press
25 White, L (1991) The Verb-Movement Parameter in Second Language Acquisition: Some Effects of Positive and Negative Evidence in the Classroom Second Language
26 Winitz, H (1981) The Comprehension Approach to Foreign Language Instruction
BẢNG CÂU HỎI DÀNH CHO HỌC VIÊN (TRƯỚC KHÓA DẠY THỰC NGHIỆM)
Chào các bạn học viên, các câu hỏi dưới đây nhằm thu thập dữ liệu cho đề tài nghiên cứu “Nghiên cứu phương pháp học văn phạm của học viên tại Trung tâm ngoại ngữ Đại học Sư phạm” Hy vọng những thông tin này sẽ giúp cải thiện phương pháp giảng dạy và nâng cao hiệu quả học tập của các bạn trong việc học ngữ pháp tiếng Anh tại trung tâm.
Các câu trả lời của bạn đóng vai trò quan trọng trong thành công của đề tài nghiên cứu Tất cả kết quả thu thập sẽ được giữ kín và chỉ sử dụng cho mục đích nghiên cứu này, không phục vụ mục đích nào khác Chân thành cảm ơn sự hợp tác của các bạn.
2 Độ tuổi: Dưới 18 Từ 18-22 Trên 22
Xin vui lòng ch ọn MỘT câu trả lời đúng nhất
3 Bạn đã học tiếng Anh trong bao lâu?
Dưới 1 năm Khoảng 1 đến 3 năm Khoảng 3 đến 5 năm Khoảng 5 năm trở lên
4 Vì sao bạn theo học tiếng Anh ở khóa học này?
Các bạn có thể chọn MỘT hoặc NHIỀU câu trả lời
Vì tôi muốn có một công việc tốt
Vì tôi muốn thi để lấy các chứng chỉ ngoại ngữ
Vì tôi muốn giao tiếp tốt với người nước ngoài
Vì yêu cầu của công việc hiện tại
Vì tôi muốn đạt điểm cao ở trường
Các lý do khác (xin ghi rõ) _
5 Bạn có thể tự nhận xét về kiến thức ngữ pháp hiện nay của bạn?
6 Bạn có dành thời gian cho việc tự luyện ngữ pháp ở nhà không?
7 Bạn nhận xét gì về việc học ngữ pháp?
Quan trọng Không quan trọng Bình thường
Xin đánh dấu vào m ột lựa chọn m à b ạn cho là đúng nhất cho từng câu tr ả lời
8 Khi học ngữ pháp, bạn có thường gặp những khó khăn nào sau đây hay không
(liên quan đến giáo tr ình International Express đang học) ?
1 Các ví dụ trong sách thường khó hiểu
2 Các bài tập trong sách đơn điệu và không gây hứng thú
3 Cách trình bày ngữ pháp không rõ ràng, cụ thể
4 Các khó khăn khác (xin ghi rõ)
9 Khi học ngữ pháp, bạn có thường gặp những khó khăn nào sau đây hay không? (liên quan đến cá c b ản thân người học)
1 Không biết cách vận dụng cấu trúc đã học khi viết
2 Không biết cách vận dụng cấu trúc đã học khi nói
3 Rất mau quên cấu trúc đã học
4 Nhầm lẫn cấu trúc này với cấu trúc kia
5 Bị ảnh hưởng bởi tiếng Việt
6 Không hiểu bài ngữ pháp trên lớp học
7 Các khó khăn khác (xin ghi rõ)
10 Xin bạn cho biết phương pháp học ngữ pháp của bạn như thế nào?
1 Cố gắng học thuộc lòng những cấu trúc đã học
2 Làm thật nhiều bài tập ngữ pháp có liên quan
3 Đọc sách để nhớ các cấu trúc đã học
4 Luyện viết để củng cố các cấu trúc đã học
5 Chú ý phân tích ngữ pháp khi lắng nghe người khác nói
6 Các phương pháp khác (xin ghi rõ)
11 Theo kiến của bạn, để nâng cao hiệu quả việc dạy và học ngữ pháp hiện nay, bạn thấy cần có những cải thiện gì?
Về bản thân người học - -
Xin chân thành cám ơn sự giúp đỡ của tất cả các bạn!
STUDENTS’ QUESTIONNAIRE (Before the experimental teaching)
This questionnaire aims to gather data for the research titled "An Investigation into Grammar Learning among Students at the University of Education Foreign Language Center." Your responses are vital to the success of this study and will solely be used for the M.A thesis We appreciate your cooperation and thank you for contributing to this important research.
Please give us some of your personal information by ticking the appropriate box
3 How long have you been studying English?
4 What do you take this English course for?
for good communication with foreigners
for the current job requirement
for high marks at school
5 What do you think of your grammar knowledge?
6 How often do you study grammar at home?
7 What do you think of grammar learning?
8 What problems do you have when learning grammar with the International
Always Usually Sometimes Seldom Never
1 The examples are difficult to understand
2 The exercises are not interesting
3 The grammar section is not clear enough
9 What are your problems in learning grammar?
Always Usually Sometimes Seldom Never
1 Not knowing how to apply grammar in writing
2 Not knowing how to apply grammar in speaking
4 Mistaking one grammatical structure with another
10 What are your grammar learning methods?
Always Usually Sometimes Seldom Never
1 Learning the rules by heart
3 Reading books to memorize the rules
4 Making sentences to memorize the rules 5.Concentrating on grammatical items when listening
11 What do you think should be done in order to improve the situation of teaching and learning grammar at the center?
Thank you very much for your help!
APPENDIX 2 BẢNG CÂU HỎI DÀNH CHO HỌC VIÊN (SAU KHÓA DẠY THỰC NGHIỆM)
Chào các bạn học viên, các câu hỏi dưới đây nhằm thu thập dữ liệu phục vụ cho đề tài nghiên cứu “Nghiên cứu phương pháp dạy và học văn phạm tại Trung tâm ngoại ngữ Đại học Sư phạm”.
Các câu trả lời của bạn đóng vai trò quan trọng trong thành công của đề tài nghiên cứu Mọi kết quả thu thập được sẽ được bảo mật tuyệt đối và chỉ phục vụ mục đích nghiên cứu này Xin chân thành cảm ơn sự hợp tác của các bạn.
Phần I: THÔNG TIN CÁ NHÂN
2 Độ tuổi: Dưới 18 Từ 18-22 Trên 22
Xin vui lòng đánh dấu ch ọn MỘT câu trả lời đúng nhất
3 Các anh chị hãy đánh giá mức độ hiệu quả của các dạng bài tập sau đây trong việc hiểu công thức cấu tạo và ý nghĩa của cấu trúc mới? (Chỉ được chọn MỘT mức độ đánh giá cho từng mục A, B, C,…)
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột B
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
4 Các anh chị hãy đánh giá mức độ hiệu quả của các dạng bài tập trên đây trong việc tạo ra sự hứng thú khi học ngữ pháp? (Chỉ được chọn MỘT mức độ đánh giá cho từng mục A, B, C,…)
Khá thú vị Hơi chán
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột B
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
5 Các anh chị hãy cho biết các dạng bài tập ngữ pháp trên có dễ thực hiện hay không? (Chỉ được chọn MỘT mức độ đánh giá cho từng mục A, B, C,…)
Rất dễ Khá dễ Hơi khó Rất khó
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
Xin chân thành cám ơn sự giúp đỡ của các bạn!
S TUDENTS’ QUESTIONNAIRE (After the experimental teaching)
This questionnaire aims to gather data for the research titled "An Investigation into Grammar Learning of Students at the University of Education Foreign Language Center." Your participation is crucial for the success of this study, and all collected information will be used solely for the M.A thesis Thank you for your valuable cooperation.
Please give us some of your personal information by ticking the appropriate box
3 What’s your evaluation of the interpretation tasks in understanding form and meaning? effective
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
4 What’s your evaluation of interpretation tasks in arousing students’ interest in learning grammar? very interesting interesting boring very boring
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
5 What’s your evaluation of the applicability of interpretation tasks in learning grammar? very easy rather easy rather difficult very difficult
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
Thank you very much for your cooperation!
APPENDIX 3 BẢNG CÂU HỎI DÀNH CHO GIÁO VIÊN
Kính gửi quý Thầy/Cô, để chuẩn bị cho đề tài nghiên cứu về phương pháp học văn phạm của học viên Tiền trung cấp tại Trung tâm Ngoại ngữ Đại học Sư phạm, tôi rất mong nhận được ý kiến đóng góp từ quý Thầy/Cô giúp nâng cao chất lượng nghiên cứu.
Các câu trả lời của quý Thầy / Cô đóng vai trò quyết định đến thành công của đề tài nghiên cứu Các kết quả thu thập được sẽ được bảo mật tuyệt đối, chỉ sử dụng để hỗ trợ nghiên cứu này và không phục vụ mục đích khác.
Xin chân thành cảm ơn sự giúp đỡ của quý Thầy / Cô
2 Độ tuổi: Từ 22-30 Từ 31-40 Từ 41-50 Trên 50
Xin đánh dấu chọn MỘT câu trả lời đúng nhất đối với quý Thầy / Cô
3 Thời gian giảng dạy tiếng Anh
4 Bằng cấp cao nhất hiện có
Đang học cao học (Postgraduate)
Xin đánh dấu vào một lựa chọn mà quý Thầy / Cô cho là đúng nhất cho từng câu trả lời
5 Xin Thầy/ Cô cho biết các vấn đề của người học khi học văn phạm (liên quan đến giáo tr ình I nternational Express đang học)?
1 Các ví dụ trong sách thường khó hiểu
2 Các bài tập trong sách đơn điệu và không gây hứng thú
3 Cách trình bày ngữ pháp không rõ ràng, cụ thể
4 Các khó khăn khác (xin ghi rõ)
6 Xin Thầy/ Cô cho biết các vấn đề của người học khi học văn phạm (liên quan đến các bản thân người học) ?
1 Không biết cách vận dụng cấu trúc đã học khi viết
2 Không biết cách vận dụng cấu trúc đã học khi nói
3 Rất mau quên cấu trúc đã học
4 Nhầm lẫn cấu trúc này với cấu trúc kia
5 Bị ảnh hưởng bởi tiếng Việt
6 Không hiểu bài ngữ pháp trên lớp học
7 Các khó khăn khác (xin ghi rõ)
7 Các Thầy/ Cô hãy đánh giá mức độ hiệu quả của các dạng bài tập sau đây trong việc hiểu công thức cấu tạo và ý nghĩa của cấu trúc mới? (Chỉ chọn M ỘT mức độ đánh giá cho từng mục)
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột B
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
8 Các Thầy/ Cô hãy đánh giá mức độ hiệu quả của các dạng bài tập trên đây trong việc tạo ra sự hứng thú khi học ngữ pháp?
Khá thú vị Hơi chán
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
9 Các Thầy/ Cô hãy cho biết các dạng bài tập ngữ pháp trên có dễ thực hiện hay không?
Rất dễ Khá dễ Hơi khó Rất khó
1 Nhìn tranh và chọn câu đúng để miêu tả tranh
2 Đọc thông tin và chọn câu trả lời đúng
3 Điền vào chỗ trống bằng hình thức đúng của từ
4 Kết nối thông tin ở cột A với cột B
5 Đọc thông tin và cho biết các câu sau đúng hay sai
6.Gạch dưới các từ hoặc cụm từ và kiểm tra thông tin
7 Nghe và chọn thông tin đúng
10 Để việc học ngữ pháp có hiệu quả hơn, theo Thầy/ Cô chúng ta cần có những cải thiện gì? a) Về giáo viên b) Về người học
Xin chân thành cảm ơn sự giúp đỡ của Quý Thầy Cô!
This questionnaire aims to gather data for a study titled “An Investigation into Grammar Learning of Students at the University of Education Foreign Language Center.” Your responses are essential for the success of this research.
Collected information will be used in the M.A thesis only Thank you for your cooperation
Please give us some of your personal information by ticking the appropriate box
5 What problems do you think the students have when they learn grammar with the coursebook International Express?
Always Usually Sometimes Seldom Never
1 The examples are difficult to understand
2 The exercises are not interesting
3 The grammar section is not clear enough
6 What problems do you think students have in learning grammar?
Always Usually Sometimes Seldom Never
1 Not knowing how to apply grammar in writing
2 Not knowing how to apply grammar in speaking
3 Easy to forget learned grammar structures
4 Mistaking this structure with another one
5 Being influenced by Vietnamese when making sentences
7 What’s your evaluation of the interpretation tasks in helping students understand form and meaning?
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column A with column B
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
8 What’s your evaluation of interpretation tasks in arousing students’ interest in learning grammar? very interesting interesting boring very boring
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column A with column B
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
9 What’s your evaluation of the applicability of interpretation tasks in learning grammar? very easy rather easy rather difficult very difficult
1 looking at a picture and choosing a sentence to describe it
2 reading the questions/ information and circling the correct sentences
3 giving the correct word form to complete the sentences
4 matching the information in column
5 reading the text / information and deciding whether the sentences are true or false
6 underlining the words or phrases then checking the correct information
7 listening and checking the correct information
10 What should be done to make students’ grammar learning better? a) As for teachers b) As for students
Thank you so much for your cooperation!
APPENDIX 4 QUESTIONS FOR INTERVIEWING TEACHERS
1) Can you tell me about the activities in your grammar lessons?
2) What problems do your students have in learning grammar?
3) What do you think of the grammar tasks in the International Express coursebooks and workbooks?
4) What do you think of the nine grammar tasks recommended by the researcher in teaching grammar?
Appendix 5A Handouts for Class A2- Elementary level
UNIT 5: COUNT NOUNS AND NON-COUNT NOUNS
Task 1 Read the sentences then check () whether the noun is a singular count noun, a plural count noun, or a non-count noun