INTRODUCTION
Back ground of the study
“English learners are getting younger Across the world… English is being introduced in primary schools, with greater compulsion, and at a steadily lowering age.” (Graddol, 2006, p.88)
“Educationalists all over the world have recognized the need for English language learning at primary level and are doing whatever they can to promote it….” (Brewster, et al, 2003, p.1)
The increasing trend of teaching English to young learners is evident, as many countries, including Taiwan, Italy, and Turkey, have made it a compulsory subject in elementary schools In Vietnam, the Ministry of Education and Training has mandated that English be taught starting in Grade 3, reflecting a strategic focus on English education for national development and integration To achieve effective learning outcomes, it is essential to employ appropriate teaching methods tailored to the age and level of students, particularly for young children, who acquire language differently than adults As noted by Klein (2005), young learners often exhibit frequent mood changes and struggle to remain still, highlighting the unique challenges of teaching this age group.
Teaching foreign languages effectively requires more than just presenting grammar, as many learners find it stressful and boring However, mastering grammar is essential for clear communication Cameron (2001) emphasizes that grammar plays a vital role in children's foreign language learning when taught appropriately Additionally, Scrivener (2003) supports the notion that vocabulary alone is insufficient for conveying complex meanings and effective communication.
“we use grammar to „fine-tune‟ a meaning, to make it more precise.”
English grammar is crucial for mastering a foreign language, making it essential for all learners, especially young students in elementary education English teachers must recognize that the approach to teaching grammar to young learners differs significantly from that used for adults By addressing these differences effectively, educators can achieve successful outcomes in teaching English to children.
Rationale of the study
Teaching English grammar to young learners necessitates a deep understanding of various teaching methods and child development principles However, many English teachers struggle to effectively present grammar concepts to this age group While explaining grammar theory is often unavoidable, it is essential to find engaging ways for young learners to internalize and apply new knowledge Improving the current state of English grammar instruction is vital for gaining insights into the challenges faced by teachers and enhancing their teaching practices This study aims to explore teachers' perspectives on teaching English grammar to young learners, ultimately seeking to identify strategies that can improve grammar instruction and facilitate effective learning for children.
Scope of the study
This study explores the methods of teaching grammar in English to young learners aged 8 to 10 years old It specifically examines the beliefs of teachers regarding grammar instruction in primary schools located in Hue.
Aims of the study
This study aims to investigate the methods used to teach English grammar to primary-level children learning English as a second language By conducting a survey, the research seeks to uncover teachers' perceptions and insights on the effectiveness of grammar instruction in this context.
Research questions
1 What perceptions do English teachers hold about teaching English grammar to young learners in some primary schools in Thua Thien Hue province?
2 How has grammar been taught in English classes to young learners?
Significance of the study
This study aims to enhance understanding of teaching grammar to young learners and to positively influence English teachers who view grammar as boring, difficult, unimportant, or confusing By providing valuable insights, it seeks to foster more positive perceptions of grammar instruction among educators.
This report aims to provide valuable insights for English teachers in Thua Thien Hue province, assisting them in selecting effective techniques and methods for teaching grammar to young learners By engaging with this study, educators can discover practical strategies and identify challenges in teaching English grammar, ultimately fostering a more enthusiastic approach to grammar learning among students.
This report aims to provide valuable insights and references for students majoring in English for children, enhancing their understanding of effective grammar teaching methods at the elementary level and inspiring those interested in pursuing a career in this field.
Organization of the study
LITERATURE REVIEW
Introduction
This research investigates the current state of English language instruction for young learners in primary schools in Hue, Vietnam The teaching of English to children has become a prominent topic at EFL conferences and in educational journals worldwide, particularly in non-English speaking countries In Vietnam, there is increasing investment in English education at the primary level, with the Ministry of Education and Training (2010) asserting that by 2020, all grade 3 students will be required to study English.
There is a significant demand for English teachers skilled in materials, syllabus design, and other areas for primary education (Ha, 2002) A critical issue in teaching English to young learners is the effective instruction of grammar to achieve satisfactory outcomes Many educators are exploring innovative methods, such as using pictures, songs, games, and cartoons, to facilitate language acquisition Recognizing that children have unique characteristics and learning styles, it is essential to incorporate fun and engaging activities that cater to their short attention spans.
The study titled “An Investigation into Teaching English to Young Learners at Some Primary Schools in Thua Thien Hue Province” aims to assess the current state of English grammar instruction for pupils in the region To enhance the study's credibility, it is essential to consider the characteristics of young learners and the context of English education at the primary level both globally and in Vietnam Additionally, understanding key issues related to English grammar teaching is crucial for the investigation.
Review of previous studies
2.2.1 Teaching English as a Foreign Language to young learners
The search term "Teaching English for young learners" yields numerous results, highlighting the global trend of "English for children." This trend is reflected in various international conferences focused on teaching English to young learners, such as those held in Budapest, Hungary, and Pulawy, Poland, in 1999, as well as the TEMOLAYOLE conference in Pécs, Hungary, in 2007 Many countries are now incorporating English as an official subject in primary education; for example, Poland offers English or German from Grade 1, while Croatia has included English, German, French, or Italian since 2003, with English being the most popular choice Additionally, China and Korea have mandated English instruction starting from Grade 3, with pilot programs beginning in Grade 1 in major cities like Beijing and Shanghai, whereas Vietnam and Indonesia have opted to make English an optional subject at the primary level.
Numerous studies have been conducted on teaching English to young learners in primary schools, as highlighted in the 2006 publication "Teaching English as a Foreign Language in Primary School – Case Studies in TESOL Practices Series." This research emphasizes effective strategies and practices in English language instruction for young students.
In 2006, it was established that foreign language study is mandatory for students in the second and third cycles (Grades 3-6) It is essential to emphasize that English as a Foreign Language (EFL) instruction at the primary level focuses on language as a tool for communication A thorough analysis of the benefits of the English program for primary students reveals its significant advantages.
(2006) expressed that by learning a foreign language, English Program in Primary, would be able to:
develop learning strategies that will allow learners to reflect and to discover appropriate techniques for their learning
interact with the group, the school, and the community, increasing their respect for the ideas of others and their responsibility toward their jobs
participate in their own learning opportunity for communication, which promote creativity
In Vietnam, there is a growing trend of younger children becoming English learners, particularly following the implementation of Decision 1400/QĐ-TTg on September 30, 2008 This decision, which approved the project for teaching and learning foreign languages within the national education system from 2008 to 2020, established a comprehensive language proficiency framework for the country.
The new compulsory English program for primary schools in Vietnam aligns with the A1 level of the Common European Framework of Reference, prompting increased research into young learners' English education Ha (2002) highlighted that parents believe younger children acquire languages more effectively, yet found a lack of training for teachers in teaching English as a foreign language (EFL) to primary students His research also recommended modifications to teaching materials and a detailed syllabus Additionally, Nguyen & Nguyen (2007) emphasized the importance of teaching English in primary schools to develop communicative skills, provide fundamental knowledge, and foster positive attitudes toward the language.
2.2.2 Teaching English grammar to young learners
Young learners tend to grasp phrases holistically rather than breaking them down into individual words, as illustrated by Phillips (1993), who notes that children learn expressions like "I've got" as single units To facilitate the learning of specific structures, it is crucial to repeat them in various contexts with different vocabulary While teaching grammar alone does not guarantee effective language use, it serves as a valuable tool for children to construct more complex sentences Scrivener (2003) highlights four essential steps for learners to integrate new grammar items naturally: first, they must notice the structure through frequent exposure; second, they need to understand its form, including word endings and meanings; third, practicing in a supportive environment allows students to embrace mistakes as part of the learning process; and finally, providing ample opportunities for speaking and writing helps solidify their language skills.
To effectively teach grammar to young learners, it is essential to present grammatical structures in a context that resonates with children, often incorporating humor and engaging characters, such as soft toys or puppets Creating original characters or using familiar serials can enhance the learning experience, although it may require creativity from both teachers and students Research, such as Povjakalová's (2012) study on the use of Interactive Whiteboards (IWB) in Central Bohemia, indicates that modern teaching methods like IWB can make grammar lessons more engaging for both pupils and teachers, facilitating greater student involvement Additionally, a study by Yolageldili & Arikan (2011) in Turkey explored the effectiveness of games in grammar teaching, revealing that while EFL teachers recognize the potential benefits of games, they do not utilize them as frequently as anticipated in their classrooms.
In her research "An Investigation into the Development of Young Learners' Grammatical Competence," Al Nuaim (2007) conducted a small-scale action research project in a primary school for girls in the United Arab Emirates, focusing on young EFL learners aged ten to eleven The findings revealed that while learners exhibited initial awareness of grammar rules and progressed in understanding language patterns, they preferred grammar worksheets for practice, even as they responded positively to the clarity of the inductive approach Similarly, Alena (2005) highlighted that young learners should not be viewed as "young adults" due to their limited abstract reasoning and attention spans The study emphasized the effectiveness of the inductive approach, which enables children to discover grammatical rules through practice, in contrast to the deductive approach that primarily fosters theoretical knowledge without enhancing practical speaking skills.
Further research in teaching English grammar to children (Arikan‟s, 2009, p
90) review of research articulated, although all grammar teaching is contextual at differing degrees, it is expected that “the teacher can contextualize the lesson through numerous methods including (but not limited to), using audio or visual materials, bringing in realia and props, storytelling, problem solving, giving examples, showing grammar usage, playing games, and teaching explicitly or implicitly”
In her 2010 study, Huynh Ngoc Mai Kha highlights the effectiveness of incorporating fun activities, such as English songs, into grammar teaching for children aged 8 to 10 in primary schools in Da Nang, Vietnam Similarly, Forster (2006) emphasizes the value of songs and chants in the daily teaching routines of educators at the British Council Primary School in Madrid, underscoring their utility in English language instruction.
A study by Le Pham Hoai Huong (2013) conducted in Vietnam with 11 groups of primary English learners and their teachers revealed that play activities enhance vocabulary, simple grammar, and language skills like listening and speaking Additionally, these activities teach students to adhere to game rules, support teammates, and take leadership roles when needed The paper offers practical suggestions for implementing specific play activities in primary English classes, targeting relevant language skills, and effectively managing these activities.
Research on teaching English grammar to young learners highlights various challenges and proposes solutions aimed at fostering a motivating learning environment However, these studies often overlook teachers' perceptions of grammar instruction and the current methods used to teach English to children Additionally, they fail to address the factors that impact grammar teaching effectiveness There is a noticeable gap in the combination of professional knowledge and linguistic skills among trained primary English teachers The role of educators in motivating students and providing language input is crucial (Moon, 2005) Thus, ensuring a sufficient number of qualified primary English teachers is essential for the successful implementation of the English teaching program in Vietnam's primary schools.
Young learners
The term "young learners" varies in definition across different institutions, with some categorizing it as children aged 5-7 years, while others extend it to those up to 11-12 years old, or even include primary to secondary school students According to the United Nations Convention on the Rights of the Child, a child is defined as anyone under 18 years of age, suggesting that "young learners" encompasses a wide age range from infants to teenagers This study specifically focuses on young learners aged 8 to 10 years, in Grades 3 to 5, who are beginning to learn English as a compulsory subject in Vietnam's primary education system, as mandated by the Ministry of Education and Training.
Young children, typically aged six to eleven, exhibit distinct differences from older children in their thinking and behavior Despite their limited knowledge and experience, they are naturally inclined to acquire new information According to Scott & Ytreberg (1998), children in this age group can articulate their current activities, recount past experiences, and understand direct interactions, though they have shorter attention spans Lobo (2003) emphasizes that young learners are highly receptive, curious, and motivated, deeply engaged in fantasy and imagination, and adept at picking up new sounds and practicing spontaneously Additionally, research by Slattery & Willis (2009) highlights the unique learning capabilities of children aged seven and above.
Learning to read and write in their native language fosters critical thinking skills in children They gain the ability to distinguish between reality and imagination, which enhances their cognitive development Additionally, they learn to effectively plan and organize activities, collaborate with peers, and demonstrate reliability and responsibility in classroom routines.
According to Halliwell (1992), when working with young language learners, teachers must recognize a well-defined set of instincts and characteristics inherent in children.
Children‟s ability to grasp meaning
Children‟s creative use of limited language resource
Children‟s capacity for direct learning
Children‟s instinct for play and fun
The instinct for interaction and talk
In summary, young learners possess unique characteristics that distinguish them from adults, necessitating tailored teaching approaches To effectively teach foreign languages, educators must first understand these characteristics to optimize learning Achieving success in teaching English to children requires not only knowledge of their specific traits but also an understanding of general learning processes While it’s unrealistic to assume that every child will have the same knowledge base, teachers should recognize key characteristics of language acquisition in children, enabling them to select appropriate teaching methods for their young students.
Current perspectives on language acquisition in young children emphasize their role as active learners and thinkers According to Piaget (1971), children develop knowledge by engaging with their physical surroundings and through their own actions and explorations during various developmental stages.
Vygotsky (1962) emphasizes that children learn through social interactions and construct knowledge with the help of others Teachers play a crucial role in this process by engaging children within the Zone of Proximal Development (ZPD), which represents the gap between what a child can achieve independently and what they can accomplish with guidance Vygotsky's concept highlights that children's learning is enhanced through interactions with more knowledgeable individuals who facilitate learning through dialogue during activities such as play, storytelling, and inquiry With adult support, children can achieve greater understanding and skills than they could alone.
Besides, children learn effectively through scaffolding by adults (Bruner,
The role of adults is crucial in a child's learning journey, as highlighted by Vygotsky and Bruner, who emphasized the significance of language in cognitive development Bruner introduced the concept of "scaffolding," where adults guide children's language acquisition through carefully structured conversations Effective scaffolding involves engaging the child’s interest, breaking tasks into manageable steps, maintaining focus on the task's purpose, highlighting essential elements, managing frustration, and demonstrating various approaches to complete the task.
2.3.4 Helpful ideas for teaching English to children
EFL teachers of young learners can leverage the flexibility of children's minds to enhance their English speaking skills According to Shin (2006), implementing specific strategies tailored for young learners can significantly improve the learning process compared to adult learners By adopting these valuable techniques, educators can create a more effective and engaging environment for teaching English to children.
Supplement activities with visuals, realia, and movement
Involve students in making visuals and realia
Move from activity to activity
Use stories and contexts familiar to students
Bring in helpers from the community
Collaborate with other teachers in your school
Communicate with community and collaborate with other TEYL professionals
Grammar
Grammar is defined as the set of rules governing how words change form and combine to create sentences, as noted by the Oxford Advanced Learner's Dictionary (Hornby, 2005) Additionally, Ur (1988) describes grammar as the method by which a language manipulates and combines words or parts of words to construct longer units of meaning.
According to Crystal (2004), grammar serves as the essential framework for effective self-expression A deeper understanding of grammatical structures enhances our ability to monitor language use, ensuring clarity and precision while minimizing ambiguity This awareness allows us to fully utilize the diverse expressive potential of the English language.
2.4.2 Overview of grammar teaching approaches and methods
A comprehensive review of various grammar teaching approaches and methods is essential for gaining a clearer understanding of the evolution and historical context of grammar instruction, as well as the unique aspects of each approach.
A deductive approach in language learning involves presenting rules to learners initially, who then apply these rules to examples This method, primarily associated with the Grammar-Translation approach, has fallen out of favor due to its misalignment with contemporary educational philosophies that emphasize self-discovery and cognitive engagement in language acquisition (Thornbury, 1999, p.29-30).
An inductive approach to language learning emphasizes examples before deriving rules, mirroring the natural process of language acquisition in children This method, utilized in the Direct Method and the Natural Approach, allows learners to grasp language through repetition of examples and by forming their own sentences, often without prior knowledge of grammatical rules As noted by Thornbury (1999), this process involves trial and error, reflecting how young learners slowly develop their language skills.
Both approaches have their negative and positive sides but they can still be considered the basic approaches in the field of teaching, not necessarily teaching languages
2.4.2.2 The Grammar -Translation Method (GTM)
The Grammar Translation Method, prevalent in the late 19th and early 20th centuries, primarily focused on teaching grammatical rules through translation exercises between a foreign language and the native language This traditional approach, as noted by Prator and Celce-Murcia (1979), provided limited insights beyond grammar, emphasizing its role in language lessons (Luu & Nguyen, 2010).
Long elaborate explanations of the intricacies of grammar are given
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words
Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue
The Direct Method, also known as the Natural Method, emerged as a response to the limitations of the Grammar Translation Method, which primarily focused on written language through direct translations of grammar and vocabulary This approach has been utilized by language teachers for many years, gaining popularity due to its effectiveness in preparing learners for communicative use of languages, as highlighted by Larsen-Freeman (2000, p 23).
The principles of the Direct Method were as follows:
Classroom instruction was conducted in the target language
There was an inductive approach to grammar
Only everyday vocabulary was taught
Concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas
The Audio-Lingual Method, developed in the 1940s and prominent in the 1950s and 1960s, emerged to address limitations of the Direct Method in foreign language teaching This oral-based approach emphasizes drilling learners in grammatical sentence patterns and is grounded in linguistic and psychological theories A key principle of the method is the scientific descriptive analysis of various languages (Larsen-Freeman, 2000, p.35) As Skinner (1957) stated, the Audio-Lingual Method prioritizes grammar, with teachers drilling students to repeat grammar patterns, reinforcing language acquisition.
Total Physical Response (TPR), created by Dr James Asher, is an effective language teaching method that incorporates physical movement to help students respond to verbal cues This approach minimizes student inhibitions and lowers their affective filter, enabling them to engage with the language more naturally By allowing learners to react instinctively, TPR enhances long-term retention of language skills while simultaneously reducing anxiety and stress associated with language learning.
TPR reflects a grammar-based view of language Asher states,
“….most of the grammatical structure of the target language and hundreds of vocabulary items can be learnt from the skillful use of the imperative by the instructor” (Asher, 1977, p.4)
Total Physical Response (TPR) effectively engages students in using grammar in their daily lives, contributing to their overall success while reducing stress levels This method is particularly beneficial for beginners, such as children, as it incorporates objects, pictures, and kits, treating learners as if they have no prior knowledge By utilizing TPR, students can internalize grammar effectively, employing psychomotor systems to reinforce grammatical concepts.
Communicative Language Teaching (CLT), developed in the 1970s as a response to the monotonous drill-and-kill exercises of the Audio-lingual Method, focuses on interaction as both the primary means and ultimate goal of language learning This approach, often called the communicative approach, prioritizes engaging learners in meaningful communication to enhance their language skills.
In Communicative Language Teaching (CLT), grammar serves as a vital tool for learners to express their intended meanings effectively Instruction can be delivered either deductively or inductively, emphasizing the significance of meaning and the functional use of grammatical forms within specific contexts and interactions (Larsen-Freeman, 1986) This approach aligns with the views of Luu & Nguyen (2010), who also note the dual methods of grammar teaching in CLT However, Dirven (1990) argues that communicative approaches, much like the naturalistic approach, have largely rejected formal grammar in foreign language curricula, reaching a conceptual impasse (p.7).
Throughout the history of grammar teaching, various methods have demonstrated distinct strengths and weaknesses A well-founded method based on solid theory can inspire numerous instructional ideas Teachers often select and blend multiple approaches in a lesson, ensuring that the chosen methods are both appropriate and effective for their grammar instruction objectives.
A grammar lesson can be divided into three commom phases, including Presentation, Practice, and Production
The initial and crucial phase in grammar instruction is presentation, necessitating teachers to adhere to specific guidelines for effectively introducing grammatical structures According to Ellis (1997), learners gradually acquire new grammatical forms, often taking months to fully master a single structure Consequently, grammar teaching is unlikely to yield immediate results, highlighting the importance of fostering awareness of grammatical features over immediate mastery When learners recognize a grammatical structure, they are more inclined to notice it in future encounters, suggesting that awareness can enhance and stimulate the learning process Presenting grammatical structures can be approached in two ways: directly and indirectly.
Practice involves exercises conducted in school or at home, aimed at transferring students' knowledge into long-term memory (Harmer, 1991) According to Ur (1996), activities should be designed to start with controlled exercises and gradually progress to less structured and freer activities Various methods exist for practicing grammatical concepts, with Harmer (1991) and Ur (1996) highlighting types of oral practice such as drills, interactive activities, personality involvement, games, and written practice exercises.
Chapter summary
Literature plays a crucial role in teaching English, especially grammar, to primary school children The article highlights various methods and approaches employed by teachers in Hue for this purpose Despite the growing interest from administrators, teachers, and parents in teaching English to young learners, there is a notable lack of research specifically focused on teaching English grammar Most existing studies concentrate on areas such as speaking and vocabulary This research aims to stimulate interest in grammar instruction for young learners and enhance the overall teaching process in primary classrooms.
RESEARCH METHODOLOGY
Introduction
This chapter outlines the research methods employed to address the study's questions, detailing both qualitative and quantitative approaches It includes a description of the participants involved, followed by an illustration of the instruments and procedures used for data collection Finally, the chapter concludes with a discussion on the data analysis techniques implemented in the study.
Research approach
Each research study has its own strengths and weaknesses, necessitating a design that combines qualitative and quantitative approaches The qualitative approach focuses on describing and analyzing how grammar is taught and the challenges teachers face, while the quantitative approach quantifies the percentage of teachers employing various grammar teaching methods As McMillan and Schumacher (1993) noted, qualitative research employs non-interfering data collection strategies to uncover the natural flow of events and participants' interpretations This involves selecting subjects and utilizing techniques like questionnaires, observations, or interviews for data gathering Furthermore, survey research, as described by McMillan and Schumacher (1993), involves selecting a sample of respondents to collect information on key variables, making it a quick, accurate, and cost-effective method for gathering necessary data.
Participants
The study involved 30 randomly selected teachers who have been teaching English at primary schools in Hue, with teaching experience ranging from 2 to 20 years The participating schools include Phu Tan, Thuan An, Duong No, Phu Cat, Kim Long, Phu Binh, Truong An, and Phu Thuan.
The study will involve pupils from grades 7 to 10 at Thuan Thanh, Thuan Loc, An Cuu, Hue Star, Phu Cat, and Phu Binh primary schools, utilizing the official English textbooks "Family and Friends" and "Let’s."
Go, Little Friend, First Friend and the official textbook Tieng Anh Lop 3 published by the Ministry of Education and Training
All English teachers involved in this study graduated from Hue University College of Foreign Languages, with ages ranging from 25 to 43 Their extensive experience in teaching English to young learners makes them valuable participants They possess a strong awareness of students' needs, strengths, weaknesses, and characteristics, and they are passionate about working with children while striving to enhance their teaching methods.
From a perspective point of view, with notified certification and considerable knowledge, English teachers engaging in the research will at most momentously to its accomplishment and success.
Instruments and procedures of data collection
This section outlines the data collection instruments utilized in the study As noted by Oxford (1990), various tools can be employed for data collection, including questionnaires, tests, checklists, interviews, and observations In this research, questionnaires, interviews, and class observations were used, which are briefly detailed below.
Method Survey Interview Class observation
Instruments Questionnaire Interview questions Class observation sheet
Number 30 items with scaling answers
12 questions for teachers and 8 for students
Aims To collect quantitative data focusing on the aims of the research
To collect more in- depth information
To enrich data collected from the two previous tools
According to Seliger & Shohamy (1995:172) as cited in Hien (2006), questionnaires offer several advantages, including the ability to be self-administered to large groups simultaneously, resulting in uniform and standardized data Anonymity encourages participants to disclose sensitive information more freely, and administering questionnaires to all subjects at once enhances data accuracy Consequently, this study employed questionnaires to explore key areas such as the necessity of teaching English grammar, various teaching approaches and methods, practical applications, and common challenges faced by teachers in instructing English grammar to children The questionnaire comprised 35 five-point Likert-scale items, with 30 items categorized based on the research objectives, as detailed in the accompanying table.
The necessity of teaching English grammar to young learners
Approaches and methods in teaching
Approaches in teaching English grammar
Methods in teaching English grammar 7,8, 9, 10, 11, 12
Teaching the meanings of grammar points 14, 15, 16, 17
Teaching grammar in situational context 22, 28
Teaching grammar through songs and rhymes
Using games or play activities 26
Difficulties teachers often encounter when teaching English grammar to young learners
Table 3.2: Summary of the questionnaire
In the initial phase, questionnaires were distributed to ten participants for a pilot survey, and the gathered data was analyzed using SPSS to assess the reliability of the questionnaires The reliability test yielded a high Cronbach's Alpha score of 786, as detailed in Table 3.3 below.
Table 3.3: The Reliability Statistics of the questionnaire
With an Alpha value exceeding 7, the scale is deemed reliable According to McMillan and Schumacher (1993), Cronbach's Alpha is typically the most suitable measure for evaluating the consistency of responses for each item.
Thirty questionnaires were distributed to primary-level English teachers in Hue, and after three weeks, all thirty completed forms were returned to the researcher.
This study utilized interviews to enhance the authenticity of the data collected from questionnaires The interview questions were pre-prepared and conducted in both Vietnamese and English, allowing participants to express themselves comfortably and freely.
The survey utilized semi-structured questions, as defined by McMillan and Schumacher (1993), allowing respondents to provide individual answers without predefined choices Interviews were conducted with five teachers of varying ages and teaching experiences ranging from 2 to 20 years, in both English and Vietnamese, each lasting approximately one hour Note-taking was employed to facilitate the teachers' expression of their ideas during the interviews.
During a 20-minute break at primary schools, ten pupils were interviewed, requiring researchers to maintain flexibility and foster a friendly atmosphere to encourage responses Some concepts were unclear to the students, necessitating clear explanations and encouragement from the researchers To protect participants' confidentiality, real names were omitted, and they were referred to as T1, T2, T3, T4, T5 for teachers and P1, P2, P3, P4, P5 for pupils in the study.
The observation method is a valuable technique for gathering information, as it allows researchers to directly see and hear events, recording their findings rather than depending on self-reported data from subjects (McMillan & Schumacher, 1993) This approach is particularly useful for validating information collected through questionnaires and interviews, ensuring consistency with classroom observations In this study, the researcher plans to attend classes at Hue Star, Phu Tan, and Phu Cat primary schools, observing the activities of both teachers and students in real classroom settings to gather reliable data.
The researcher conducted a series of observations in English language classes, focusing on 30 to 45-minute lessons that covered specific grammar points, such as the Simple Present tense and weather-related phrases from designated units of the "Family and Friends" and "First Friends" series Prior to the observations, a checklist was prepared to guide the evaluation process The primary aim was to analyze how teachers introduce new grammatical concepts to young learners and the methods they employ to engage students effectively Detailed findings, including questionnaires, class observations, and interview questions, are compiled in Appendix 4 at the conclusion of the study.
Data analysis
This section of the thesis presents the analysis of data gathered from 30 primary school English teachers in Hue, including classroom observations and interviews with both teachers and students The quantitative data from the questionnaires was processed using SPSS, with results displayed in tables and charts to determine the Cronbach Alpha coefficient In contrast, qualitative insights from interviews and classroom observations were quoted and analyzed to provide a comprehensive understanding of the findings.
FINDINGS AND DISCUSSION
Introduction
This chapter effectively addresses the research questions outlined at the thesis's inception, focusing on (1) teachers' perceptions of teaching English grammar to young learners and (2) the methods employed in teaching grammar within English classes for this age group The subsequent sections provide detailed responses to each inquiry.
Data quantitative analysis teachers from questionnaires
Data collected from questionnaires was analyzed using SPSS, with Cronbach's Alpha coefficient employed to assess the reliability of the questionnaires prior to presenting any numerical findings A reliability coefficient of 7 is deemed acceptable, and the values of Cronbach's Alpha vary based on the number of items in the scale The results are displayed in Table 4.1 below.
Table 4.1: The reliability statistics of the questionnaire
The Cronbach’s Alpha coefficient of 773 indicates that the scale is reliable, with an acceptable reliability coefficient as noted by Cohen, Manion, and Morrison (2007, p 506) Consequently, all items demonstrate relatively high internal consistency, confirming the overall reliability of the questionnaire.
The reliability of the questionnaire ensures its applicability to all respondents, allowing for the extraction of various statistics using SPSS The mean, calculated as the sum of a series of observations, provides valuable insights into the data.
4.2.1 The necessity of teaching English grammar to young learners
Cluster 1 is represented as the necessity of teaching English grammar to young learners, including Items 1, 2,3,4,5 (see Appendix 1) All items are five-point Likert-scale statement with value ranking from 1 (Strongly disagree) to 5 (Strongly agree) The Mean of the whole cluster was calculated to measure teachers
‟perceptions about the necessity of teaching English grammar to young leaners at primary level (Table 4.2)
N Minimum Maximum Mean Std Deviation
Table 4.2: The necessity of teaching English grammar to young learners
The analysis presented in Table 4.2 reveals a Mean score of 3.5133, indicating a strong consensus among teachers regarding the significance of teaching English grammar to young learners at the primary level This score, which is notably close to 4 (Agree), aligns with Cameron's (2001) assertion that grammar plays a crucial role in children's language acquisition, as it is intrinsically linked to both the meaning and usage of language, as well as vocabulary development.
4.2.1.1 Teachers’ perceptions of teaching English grammar to young learners
Chart 4.1: Teachers‟ perceptions of teaching English grammar to young learners
The analysis of four selected teacher perceptions from the questionnaires, specifically questions 1, 3, 4, and 5 (refer to Appendix 1), reveals their views on teaching English grammar to young learners Chart 4.1 illustrates that the mean scores for each item indicate a strong positive perception among teachers regarding the importance of grammar instruction for children Overall, the results suggest a general consensus among educators on the necessity of teaching grammar to pupils.
Chart 4.1 reveals that Question 5 has the highest mean score of 3.9, followed by Question 1 with a mean of 3.7, while Question 3 ranks third at 3.2, and Question 4 has the lowest mean of 3 Notably, the differences between Questions 3 and 4, as well as Questions 1 and 5, are minimal, whereas the gap between the mean of Question 1 and the others is significant The subsequent frequency table illustrates the varying levels of agreement and disagreement between Questions 1 and 5 in contrast to Questions 3 and 4.
Teaching grammar helps children set a fundamental prerequisite 22 1 73.3 3.3
Lacking grammar greatly affects reading and writing ability 15 10 64.9 32.2
Teaching grammar helps children learn to listen and talk 10 10 33.3 33.3
Table 4.3: Difference in the level of agreement between Q1 and Q5 as compared to
According to Table 4.3, a significant majority of participants, specifically 70% of teachers, believe that teaching English grammar is essential for children, as it lays a crucial foundation for higher-level English classes Furthermore, over 60% of teachers agree that a lack of grammar knowledge adversely impacts children's reading and writing abilities, which are vital skills in English learning Students with insufficient grammar knowledge often struggle with unfamiliar language structures, an issue that becomes more pronounced as they advance in proficiency However, nearly 30% of teachers express disagreement with the necessity of teaching grammar for developing listening and speaking skills Despite this dissent, the overall consistency in the data indicates that most teachers support the importance of grammar instruction for young learners.
In conclusion, research underscores the importance of teaching English grammar to young learners, aligning with Phillip's (1993) assertion that grammar serves as a vital tool for children to construct more complex and meaningful language structures.
4.2.1.2 Teaching English to young learners
Chart 4.2: Teaching English to young learners
A significant majority of teachers believe that teaching English to primary school students differs from teaching secondary students, a finding supported by Klein (2005), which emphasizes the distinction between educating young learners and adults Children often experience rapid mood changes and struggle to remain still, yet they exhibit higher motivation for engaging activities compared to adults According to Chart 4.2, 45% of participants agree with this statement, while over 23% strongly agree.
4.2.2 Approaches and methods in teaching English grammar
In teaching English grammar, a variety of approaches and methods were utilized, specifically focusing on items 6 through 17 These items are assessed using a 5-point scale, providing a structured evaluation of their effectiveness.
The study utilized a 1 to 5 scale, ranging from "Strongly disagree" to "Strongly agree," to assess various approaches and methods in teaching English grammar The mean scores of all items were calculated and organized to provide a comprehensive overview of the effectiveness of these teaching strategies.
N Minimum Maximum Mean Std Deviation
Table 4.4: Approaches and methods in teaching English grammar
The data indicates that the mean score for cluster 2 approaches 4 (Agree) on a 5-point scale, suggesting that few teachers express disagreement with certain statements The teachers' perspectives will be further illustrated through the upcoming charts.
4.2.2.1 Two main approaches to grammar teaching
Chart 4.3: Two main approaches to grammar teaching
The chart indicates that a significant majority of teachers, comprising 62%, support the two approaches to grammar teaching, with an additional 23% expressing strong agreement with this perspective.
Chart 4.4: Methods in teaching grammar
The mean scores for Q7, 8, 9, 10, 11, and 12, as illustrated in Chart 4.4, reveal a variation in grammar teaching methods The Grammar-Translation method (Mean = 3.8), Total Physical Response (Mean = 3.8), Direct Method (Mean = 3.9), and Task-based Language Teaching received slightly lower ratings compared to other approaches In contrast, the Audio-lingual Method (Mean = 4) and Communicative Language Teaching (Mean = 4.16) garnered the highest interest among teachers.
Data analysis from teachers‟ interviews
Following the collection of thirty questionnaires, five teachers were interviewed to verify the data and gain insights into their perceptions of teaching grammar, as well as the challenges they encounter in their current practices.
4.3.1 The necessity of teaching English grammar to young learners
Teaching English grammar to young learners at the primary level is deemed essential by all interviewed teachers, with their views closely aligning with questionnaire responses The educators provided various reasons to support the necessity of grammar instruction for this age group.
Grammar plays a crucial role in children's acquisition of a foreign language, as it enables learners to construct sentence patterns effectively By focusing on specific grammar points each day, students can establish a solid foundation for their future English learning.
Mastering grammar is essential as it enhances children's writing, reading, listening, and speaking abilities Furthermore, effective grammar instruction can ignite students' interest in learning English.
Teaching vocabulary is essential, as it lays the foundation for understanding English texts and lessons However, grammar instruction should accompany vocabulary teaching, as students with extensive vocabulary but limited grammar knowledge may struggle to fully comprehend the material.
Teaching English to young learners is a significant focus for educators, particularly in enhancing reading and writing skills and fostering a solid language foundation While many teachers recognize the importance of English grammar, some argue that vocabulary instruction is more essential, as grammar may be too complex for children to grasp T4 presented a thought-provoking perspective on this issue.
Many educators believe that young learners should focus on vocabulary rather than grammar, as grammar can be too complex for their age However, effectively teaching grammar to young children is a nuanced process that requires skilled teachers When educators can introduce grammar in a gentle and natural way, it lays a strong foundation for students, preparing them for more advanced English studies in secondary school.
Additionally, T1 expressed the nearly same opposed opinion like T4 related to the teaching of grammar in primary school
Teaching grammar can be perceived as dull and may fail to inspire students' motivation and confidence in learning English Mastering complex grammatical concepts is particularly challenging for primary school students Ultimately, focusing on grammar may be a misallocation of time; the primary goal of language education should be to foster fluent communication This perspective contrasts with that of some educators who advocate for a communicative approach to teaching grammar.
Grammar is essential in language teaching, but teachers should not overly focus on it Instead, they should aim to balance grammar instruction with other important elements of the learning process The ultimate goal of teaching English to young learners is not solely to master grammar or vocabulary, but to enable students to use their knowledge for effective communication.
Last but not least four in five teachers expressed that
The purpose of their teaching grammar is because grammar is an important component in the schools „examinations,
While some teachers still oppose teaching grammar at the primary level, many recognize its importance for young learners Educators believe that early instruction in English grammar can significantly benefit students Therefore, primary school is an ideal time to introduce grammar, as early exposure helps establish strong language learning habits.
The findings on teaching English to young learners align closely with the questionnaire results, showing a slight increase in support All five interviewees strongly advocate for teaching English to primary school students, highlighting that the approach differs from teaching secondary school students, as noted by T2's insights on the matter.
Teaching English for young learners is different from teaching secondary school students Careful preparation and clear eliciting are the things on which teachers sorely spend
4.3.2 Approaches and methods in teaching English grammar
To gather insights from educators, the interviewer posed questions specifically related to teaching approaches and methods for English grammar Additionally, the interviewer fostered an open environment, encouraging interviewees to express their thoughts freely, which facilitated the collection of diverse ideas on the topic.
In regarding to approaches to grammar teaching, all five teachers (T1, T2, T3, T4 and T5) shared the same idea that
In teaching grammar, educators typically employ two main approaches: inductive and deductive While some teachers may focus solely on one method, others blend both strategies to enhance their lessons Each approach offers distinct advantages and disadvantages, making it essential for teachers to adapt their methods based on the specific context and needs of their students.
I favor an inductive approach over a deductive one for teaching grammar It is essential to focus on providing numerous comprehensible examples, allowing learners to naturally acquire a second language However, some direct instruction is necessary, as certain grammatical structures cannot be fully grasped through input alone.
It can be seen that mixing the two approaches in teaching grammar is popular with teachers As far as methods of grammar teaching are concerned, T2, T3 and T5 expressed that
Each grammar teaching method has its own advantages and disadvantages, and there is no universally best approach Consequently, teachers often combine various methods such as the Grammar-Translation Method, Direct Method, Audio-lingual Method, Total Physical Response, Communicative Language Teaching, and Task-based Language Teaching This blended approach can significantly enhance grammar instruction However, it is essential to recognize that no single method will be effective for all students or classes, as what works well for one group may not be suitable for another.
T1 voiced concern about the methods of grammar teaching
Data analysis from pupils‟ interviews
4.4.1 The necessity of teaching English grammar to young learners
To gather information from very young learners, the interviewer dedicated significant time to asking questions and encouraging students to articulate their thoughts and clarify any misunderstandings The conversation was conducted in Vietnamese and subsequently translated into English.
In relation to learning grammar, almost pupils are keen on grammar P2 shared that
Học ngữ pháp tiếng Anh sẽ giúp trẻ giao tiếp hiệu quả với người nước ngoài Khi lớn hơn, trẻ sẽ có khả năng đọc sách và xem phim hoạt hình bằng tiếng Anh Trẻ ao ước hiểu rõ nội dung bộ phim "Finding Nemo".
Mastering grammar enhances communication with foreigners, allowing for easier interactions As I mature, I aspire to read English literature and enjoy English-language animated films I hope to comprehend the storyline of "Finding Nemo" without needing any explanations.
P4 said that learning grammar helps me write English sentence better and understandable; avoids speaking English wrong
In a study aimed at understanding students' motivations for studying grammar, responses predominantly highlighted its significance in exams This sentiment aligns closely with teachers' perspectives on the importance of teaching grammar, underscoring its critical role in academic success.
Generally, those opinions may be implied that young learner has built pretty intensive awareness of the importance of grammar learning
4.4.2 Practice of teaching English grammar
Interviewees expressed a strong interest in learning English grammar through engaging activities such as games, stories, and plays They find these methods exciting and enjoy being active in class, interacting with friends, and embodying their favorite characters during role-play.
Em thích chơi trò "Lấy và giữ" khi học ngữ pháp và rất yêu thích các trò chơi trong giờ học Cô giáo có một chú chó rối màu vàng tên là "Bingo", và em thường chơi với chú chó này Hơn nữa, cô còn sử dụng những con rối để kể nhiều câu chuyện bằng tiếng Anh, như "Ba chú lợn con", "Cô bé Goldilocks và ba chú gấu" cùng nhiều câu chuyện thú vị khác, khiến cả lớp đều thích thú.
I enjoy learning grammar through engaging games, with my favorite being "Keep and Take." Additionally, I love playing with "Bingo," my teacher's yellow glove puppet My teachers often enhance our learning experience by telling stories using puppets, making it a fun time for my friends and me as we listen to classic tales like "The Three Little Pigs" and "Goldilocks and the Three Bears."
I love singing, which is why I enjoy learning grammar through English songs There are many great songs that help with this, such as "Bingo," "Five Little Monkeys," "My Family Fingers," "Pinocchio," "Go Away," "Ten Little Indian Boys," "Brother John," "What Can You Do," and "Baa Baa Black Sheep." These songs have taught me a lot about grammar.
Em cũng rất thích mấy bài hát có kèm theo múa hoặc di chuyển nữa
I enjoy learning English grammar through songs because I love singing My teachers have introduced me to many great English songs, including "Bingo," "Five Little Monkeys," "My Family Fingers," "Pinocchio," "Go Away," "Ten Little Indian Boys," "Brother John," "What Can You Do," and "Baa Baa Black Sheep." Additionally, I appreciate songs that incorporate actions, such as "Open Shut Them," "Skeleton Dance," "Boys and Girls," and "Penguins."
Cô của chúng em thường tổ chức nhiều trò chơi thú vị sau khi chúng em hoàn thành việc học và chép bài Tất cả các bạn trong lớp đều rất thích tham gia các hoạt động này và luôn cảm thấy hứng thú.
After learning a structure and the whole class finishes writing down it in the notebook, my teachers organize games and I like this activity a lot I do not feel bored at all
Em rất thích học các cấu trúc tiếng Anh qua những hoạt động thú vị như trò chơi, hát và diễn kịch Trong số đó, em đặc biệt yêu thích trò chơi vì không chỉ được nhận kẹo mà còn có cơ hội cạnh tranh với các bạn trong lớp, mang lại cho em cảm giác vui vẻ và hào hứng.
I enjoy learning grammar through plays, games, and songs, with a particular preference for games due to the competitive element with classmates The chance to win candies from teachers adds excitement, and playing games with my classmates helps me feel relaxed and engaged in the learning process.
A significant majority of interviewees, four out of five, reported not having utilized a White Interactive Board for teaching English grammar Instead, they often present grammatical structures using PowerPoint presentations and incorporate listening activities with songs via computers or cassettes Notably, one participant, referred to as P3, shared additional insights on this topic.
Trong lớp học của con, có một bảng thông minh mà cô thường sử dụng để cho cả lớp xem phim và chơi game Bên cạnh đó, phòng học còn được trang bị máy cassette, TV và đầu máy, tạo điều kiện thuận lợi cho việc học tập và giải trí.
In my English class, we have a smart board that my teachers frequently use to enhance our grammar practice through films and interactive games Additionally, our classroom is equipped with various media tools, including a television, cassettes, and video players, which further enrich our learning experience.
Data analysis from class observation
The researcher conducted classroom observations in three primary schools—Hue Star (5/1 class), Phu Tan (4/1 class), and Phu Cat (3/1 class)—to analyze how teachers introduce new English grammar concepts to young learners The focus was on identifying the various approaches, methods, procedures, and techniques employed by educators to engage students effectively during lessons This report highlights the findings from one specific classroom observation.
In a classroom observation study, the researcher investigated the teaching methods used by a Vietnamese National teacher with five years of experience in teaching English at primary schools.
During the observation, it was noticed that the teacher based her teaching methodology on the English textbook (Family and Friends 3) She introduced
In a 30-minute class, she effectively taught the affirmative form of the simple present tense, focusing on its usage within the context of the lesson Following this, she engaged the students in speaking practice through collaborative group work activities, enhancing their understanding and application of the tense.
In the final stage of the writing activities, students engaged in exercises such as fill-in-the-blanks and multiple-choice questions to reinforce their understanding of newly learned grammar The instructor employed a deductive approach to clarify grammar rules, emphasizing the importance of grammar drills for assessing student comprehension and identifying specific areas of difficulty This approach enables her to promptly address errors, reducing the need for re-teaching grammar rules when students struggle with application in writing Instruction was conducted in Vietnamese, as it is the students' first language, facilitating better understanding and expression The instructor advocated for a blended approach, combining inductive and deductive methods, to enhance students' discovery of grammar rules and their practical application in communication The outcomes of classroom observations were summarized in Table 5.1.
Grammatical item Approach Method Procedure Technique
What‟s the weather like? /It‟s windy/hot
+Drill: Question-answer and picture + Written practice:
+ Song: What‟s the weather like?
+ Game: What can you do? + Drill: picture, substitution and word cue + Booklet activity: Draw and write
Table 5.1: The outcomes of grammar teaching in class observation
Teachers are utilizing multiple methods to teach grammar, with the common approach being Presentation, Practice, and Production To engage students effectively, they incorporate games, songs, and diverse visual activities into their lessons.
Chapter summary
Research indicates that teachers generally hold positive views on the importance of teaching English grammar to children, despite minor variations in opinion They identify various approaches, methods, and techniques employed in their lessons, while also recognizing the strengths and weaknesses of students in grammar acquisition Additionally, teachers highlight challenges in teaching and obstacles faced by students, and they actively propose strategies to enhance the effectiveness of grammar instruction for young learners.