INTRODUCTION
Background to the study
Since the initiation of the “Reformation” policy in 1986, the popularity of English in Vietnam has surged, leading to its inclusion in the curriculum for students from grades six to twelve Mastering English is essential for global integration, particularly in professional settings such as seminars, email correspondence, and public speaking Understanding English grammar is crucial, as it enables effective communication beyond mere isolated phrases As Harmer (1987) emphasizes, a solid grasp of grammar is necessary for students to utilize language functionally and meaningfully.
In 2013, it was emphasized that mastery of grammar is essential for learners to speak English accurately and proficiently Grammar plays a crucial role in both teaching and studying the English language, as the absence of grammatical rules can hinder effective communication, preventing speakers from conveying complete meanings and constructing accurate sentence structures.
The purposes of learning grammatical structures are to pass the examinations, to get certificates or diplomas of TOEIC, TOEFL, and IELTS Moreover, if
To pursue a career as an English teacher, translator, or interpreter, one must excel in all aspects of grammar, including pronunciation, listening, speaking, reading, and writing Mastery of grammar is essential for effectively expressing ideas in real contexts Larsen and Freeman (1986, p.13) emphasize the significance of teaching and learning English grammar, highlighting its importance as a vital skill in these professions.
In Vietnam, secondary and high school students predominantly learn English grammar to excel in examinations, relying heavily on assignments and grammar formulas This focus on grammar leads to a paradox where students, despite achieving high certifications, struggle to construct correct grammatical sentences in spoken English (Nguyen Thuy Nga, 2008; Tran Quoc Thao & Dang Thi Nhu Nguyet, 2019) The traditional Grammar Translation Method, prevalent since the late nineteenth and early twentieth centuries, emphasizes grammatical rules and translation but hampers effective communication, as English is seldom spoken outside specific contexts like multinational corporations and English clubs Many learners possess advanced degrees of competence yet fail to produce meaningful utterances, highlighting that mastery of grammar does not equate to conversational ability The conventional approach to grammar instruction in Vietnamese schools encourages rote memorization of rules and structures, resulting in a lack of oral interaction and practical speaking skills.
The interaction between students and teachers often revolves around the introduction of knowledge and the assignment of homework While students excel in grammar exercises and provide feedback through tangible tasks, many struggle with fluent and accurate communication Consequently, the focus on English grammar can become tedious, leading to a lack of engagement and even fear among weaker students This approach can result in feelings of fatigue, boredom, and overall disinterest in learning.
According to Pradeep (2013, p.482), grammar can be defined as follows:
Grammar plays a crucial role in teaching and learning English, as it enables students to communicate more accurately Proficiency in grammar ensures that sentences are clear, understandable, and acceptable Without proper grammar, effective communication becomes challenging, highlighting the necessity of mastering grammatical structures for quick and easy comprehension.
Learning English Grammar and Communication (EGC) is essential for second language learners to effectively communicate and grasp the intent of conversations A solid understanding of grammar provides the necessary foundation for successful communication in English.
Learners at the University of Phan Thiet (UPT) face challenges in mastering English due to their prior experiences with traditional grammar-focused teaching methods in secondary and high schools, which limit their speaking opportunities As a result, most Vietnamese students struggle with basic communication skills, as they are primarily trained in grammar rules for exams rather than practical usage At UPT, English majors are required to study foundational grammar before progressing to more specialized subjects, which reflects the institution's focus on structured language acquisition.
In recent years, English teaching methodologies have undergone significant changes, particularly in the application of the communicative approach This method emphasizes the importance of using language in real contexts, enhancing the effectiveness of English language learning in classrooms.
Statement of the problem
In the initial stages of learning English, particularly during the first and second academic years, acquiring a solid understanding of grammar is crucial Without foundational grammar knowledge, learners struggle to achieve both language comprehension and production Additionally, deficiencies in grammar can hinder the development of other language skills.
English grammar (EG) plays a crucial role in language learning, particularly for English majors at UPT who struggle with effective communication despite being taught grammatical rules Traditional teaching methods often fail to enhance students' communicative competence, leaving many first- and second-year students proficient in grammar yet unable to apply it in real-life situations This lack of practical application contributes to their lack of confidence in expressing ideas in English, as they are accustomed to rote exercises and teacher-led note-taking, leading to boredom and a lack of inspiration in learning English grammar.
English majors are required to study grammar during their first and second years, which serves as a crucial foundation for their academic journey This review of grammar knowledge not only reinforces their skills but also prepares them for more advanced subjects in their major.
Despite their extensive study of English grammar (EG) at UPT, English majors often excel in written exams and exercises However, they struggle with spoken English, particularly in using tenses correctly during conversations with friends, teachers, or unfamiliar foreigners.
Understanding when and how to use five key verbs is essential for effective communication Many learners struggle with applying the correct tenses in real-life situations, leading to challenges in speaking English fluently, accurately, and appropriately By mastering these verb patterns, learners can enhance their language skills and express themselves more confidently in various contexts.
In conclusion, due to different understanding and levels of grammar, learners are affected by traditional teaching which is embedded deeply in the learners‟ mind
Changing traditional thinking patterns can be challenging for students, particularly those who lack motivation or effective learning strategies Weak students often struggle with this issue, while English majors with strong grammar skills benefit from improved communication abilities Conversely, those who struggle with grammar may find it difficult to progress in their communication skills This study aims to explore the perceptions of English majors at UPT regarding grammar learning for communication, highlighting the differences in their views on English Grammar Communication (EGC) and examining the relationships among various components of their perceptions.
Aims and objectives of the study
This study aims at investigating English majors‟ perceptions of learning EGC in the context of the UPT in Binh Thuan The objectives are as follows:
To examine the perceptions of learning EGC among English majors at UPT
To find out differences in the perceptions of learning EGC in terms of levels of academic study
To figure out significant relationships among the components of English majors' perceptions of learning EGC.
Research questions
In order to achieve the aforementioned objectives, this study aimed to address the following research questions:
1 What perceptions of learning English grammar communicatively are held by English majors at UPT?
2 Are there any significant differences in English majors' perceptions of learning English grammar communicatively in terms of levels of academic study? If yes, what?
3 Are there any significant relationships among the components of English majors' perceptions of learning English grammar communicatively? If yes, what types of relationships?
The scope of the study
This study was conducted at UPT in Binh Thuan Province
This study conducted a survey to examine the perceptions of learning English grammar communicatively among first- and second-year English majors at UPT The goal was to identify differences in these perceptions and explore the relationships among various components of the students' views on English grammar learning A total of 136 participants were purposefully selected from the Faculty of Foreign Languages, as they were required to study grammar in their initial years before progressing to English for specific purposes in later years All students participated by completing a questionnaire regarding their perceptions of English grammar learning, and fifteen students from both cohorts volunteered for in-depth interviews to provide further insights.
The significance of the study
The study was conducted at UPT hoping to get the following great significance
At the theoretical levels, the findings of this study would provide teachers with information about the students‟ perceptions towards learning EGC The study
Learning English grammar communicatively offers students valuable insights into its significance for effective communication Rather than passively absorbing information from teachers, students are encouraged to take a more creative and autonomous approach to their learning They focus on understanding grammatical rules while also emphasizing practical application in real-life communicative contexts Ultimately, students come to recognize that mastering grammar is essential for enhancing their communication skills.
This study enhances teachers' understanding of students' learning processes by providing effective strategies for instructing grammar in speaking It enables teachers to select appropriate approaches that help students apply English grammar structures in diverse conversations As a result, learners not only acquire essential grammar knowledge but also gain the ability to use the English language accurately in various contexts, mastering communicative skills Additionally, this research encourages school boards to prioritize curriculum and material changes that align with students' needs and societal demands.
Organizing English clubs to practice speaking will significantly enhance students' motivation and improve their communicative English grammar skills This study serves as a valuable reference for other schools, enabling them to select or adapt the most suitable curriculum for their students, ultimately contributing to societal development and meeting the demands of entrepreneurs.
Definitions of key terms
To make the research clearer to understand, the researcher would like to explain the key terms as follows:
Communicative Language Teaching (CLT) is an approach to teaching language According to Richards in the Dictionary of Language Teaching and
Applied Linguistics (1992, p 65), CLT was defined as “an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence”
English majors are people who major in the English language at UPT and they need to learn English grammar to communicate effectively in different contexts
Grammar is concerned with how words are combined to form utterances which function meaningfully in different contexts
Grammar instruction is a range of explanations about grammatical knowledge and how to use these grammar rules in doing dialogues
Learning English grammar communicatively involves understanding key grammatical rules, such as verb tenses and parts of speech, to enhance effective communication in English.
Perception refers to the awareness of something through the senses Chaplin
(1968) defines perception as a process to understand something through the human sense which involves the awareness of people‟s beliefs about something.
Organization of the thesis
This thesis consists of 5 chapters
Chapter 1 presents the introduction to the background of the study, statement of the problem, the aims, and objectives of the study, research questions, and the scope of the study as well as the significance of the study The final section is the definitions of the key termsas well as the organization of the thesis
Chapter 2 contains a review of related literature It discusses grammar teaching, principles of grammar teaching, the roles of grammar in CLT, the position of grammar in instruction, and the goals of teaching and learning grammar communicatively This chapter also deals with approaches to teaching grammar,
EFL learners‟ perceptions of learning EGC, activities for teaching and learning grammar communicatively, and reviews previous research
Chapter 3 describes the research methodology used in this study, which consists of research design, research site, sample and sampling procedures, research instruments, data collection procedures, data analysis, reliability and validity, and ethical considerations are also presented in this chapter
Chapter 4 shows the results of the study from questionnaires and semi- structured interviews Then the analysis and discussion recommendations are presented in the study
Chapter 5 summarizes the main findings, conclusions, shows implications of the research results, discusses the limitations, and offers some recommendations for further study
LITERATURE REVIEW
Introduction
This chapter critically reviews the extensive literature on grammar teaching, focusing on its role within Communicative Language Teaching (CLT) It clarifies the importance of grammar instruction in facilitating effective communication in English and outlines the goals of teaching grammar in a communicative context Additionally, it explores how learners acquire language and their perceptions of learning English grammar, particularly through a communicative approach The study also discusses various teaching methods and activities designed to enhance grammar learning communicatively and concludes with a review of prior research on the subject.
Grammar teaching
Teaching grammar involves presenting rules, forms, and structures, while a communicative syllabus emphasizes the importance of form, meaning, and usage Vavra (2003, p.88) highlights that learners should not view grammar merely as traditional figures but should understand its relevance to effective communication.
According to Sharma (2005), English grammar serves as the structural foundation of the language, drawing from ancient Greek and Roman influences Traditional grammarians believed that grammar should establish a framework of rules for proper language use, with correctness evaluated based on Latin grammar rules Barry (2002, p.63) supports this model by highlighting its focus on categorizing words into parts of speech and detailing grammatical relationships.
11 subject, predicate, and direct object; and recognizing natural constituents such as phrases, clauses, and sentences”
Grammar is defined as the study of the rules that govern the structure of sentences and the forms of words, as noted in the Oxford Advanced Learner's Dictionary and the Longman Dictionary of Contemporary English Recent literature emphasizes that grammar teaching should help learners create connections between form and meaning, incorporating these into their existing knowledge Batstone and Ellis (2009) advocate for meaning-focused activities that allow learners to experience language features outside the classroom Furthermore, Batstone (1994) describes grammar as "multi-dimensional," essential for constructing meaningful communication Just as a building requires an architect's plan to utilize bricks effectively, mastering grammar is crucial for arranging words to convey comprehensible meaning, as highlighted by Brumfit and Johnson (2000).
Grammatical rules serve as a crucial framework for constructing meaningful sentences in spoken language They ensure that words are connected appropriately, adhering to the grammatical structure of a language Students focus on grammar across various contexts, including lessons, text structures, and reading materials, as well as during language practice.
12 activities, and spoken interactions Learners become aware of differences in their performance and discover the grammar rules by themselves while engaged in language use
2.3 The roles of grammar in Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) emphasizes the development of communicative competence over grammatical proficiency Its primary goal is to enable students to communicate effectively and utilize the language in practical contexts, aligning with Hymes' theories on language use.
(1972) introduced the main concept of Communicative Language Teaching is
Communicative competence, as defined by Hymes, emphasizes that students should not only focus on creating grammatically correct sentences but also on understanding the contexts in which these sentences are used Traditional teaching methodologies have primarily concentrated on enhancing accuracy over fluency Communicative competence encompasses knowledge of language rules, the ability to connect utterances during interactions, and the application of appropriate language strategies in various situations.
75) argues the thought that “Communicative Language Teaching means an exclusive focus on meaning” is a myth or a misconception Besides, Larsen- Freeman (2000) affirms that Communicative competence is the goal of language teaching by acknowledging the interdependence of language and communication
Thornbury (1999) highlights the controversy surrounding the role of grammar in communicative language teaching (CLT), largely due to misconceptions and the influence of Natural Approaches that minimize grammar's importance in language learning To clarify these controversies, it is essential to differentiate between two main types of CLT: the shallow-end approach and the deep-end approach.
According to this, CLT also does deal with grammar, at least in its shallow- end approach It only considers more about the “shallow-end approach” First, it just
Grammar serves as a tool for communication by connecting linguistic forms to their functions, as highlighted by Halliday (1985) In a functional approach to grammar, teaching these functions remains an integral part of grammar instruction Unlike traditional methods that rely on memorization of rules, Communicative Language Teaching (CLT) adopts an inductive approach, where learners derive grammatical rules from provided examples, fostering a deeper understanding of language use (Thornbury, 1999).
Thornbury (1999) distinguishes between two approaches to Communicative Language Teaching (CLT): the shallow-end approach, which emphasizes learning grammatical rules before applying them in communicative situations, and the deep-end approach, which posits that grammar is acquired unconsciously through communication and thus does not require prior explicit teaching Halliday (1997) supports the notion that grammar plays a crucial role, serving as a tool for both presenting and acquiring non-linguistic content, as well as facilitating the development of communicative skills.
Grammar plays a crucial role in learning English, significantly influencing other language skills It serves as a vital component in communication, ensuring that words are arranged correctly to convey information clearly and understandably Furthermore, a solid grasp of grammar can enhance the overall mood of communication.
Grammar teaching, both overt and covert, plays a crucial role in the classroom, as highlighted by research (1997, p.7) Consequently, it is essential for English language learners to prioritize their grammar studies for effective language acquisition.
2.4 The position of grammar instruction
According to Harmer (1987, p.12), a foundational understanding of grammar is essential for students to communicate effectively, as it enables them to connect language items for meaningful expression rather than merely using isolated phrases for distinct purposes Mastery of functional language relies heavily on the application of grammatical structures.
Grammatical instruction has a significant effect to attain an accurate meaning
It is instructed by giving the grammar rules, patterns, structures, and usages
Grammar instruction is essential for learners to grasp how language functions and to comprehend sentence structures By understanding grammar, students can accurately interpret meanings while speaking Without a solid foundation in grammar, they may struggle with complex sentences, leading to confusion Therefore, teaching grammar within communicative contexts enhances students' communication skills, promotes accuracy, and fosters fluency, ultimately helping them master spoken language.
Larsen-Freeman (1986) emphasizes the significance of teaching and learning English grammar, identifying it as a crucial skill—often regarded as the fifth skill alongside speaking, listening, reading, and writing To effectively accumulate grammar knowledge and its application, learners require ample opportunities to practice in real-life contexts Mastery of grammar communication is essential for acquiring oral language, and it also enhances the use of grammatical forms in writing, listening, and speaking activities Therefore, grammar serves as a fundamental foundation for mastering these essential skills.
The position of grammar instruction
According to Harmer (1987, p.12), a foundational understanding of grammar is essential for students, as it enables them to move beyond merely producing isolated phrases for distinct purposes Mastery of functional language relies on the application of grammatical structures, highlighting the critical role grammar plays in effective communication.
Grammatical instruction has a significant effect to attain an accurate meaning
It is instructed by giving the grammar rules, patterns, structures, and usages
Grammar instruction is essential for learners to comprehend how language functions and to grasp the structure of sentences Understanding grammar enables students to accurately interpret meanings while speaking Without a solid foundation in grammar, students may struggle with complex sentences, leading to confusion Therefore, teaching grammar within communicative contexts enhances students' communication skills, promoting both accuracy and fluency in spoken language.
Larsen-Freeman (1986) emphasizes the significance of teaching and learning English grammar, recognizing it as a vital skill, often referred to as the fifth skill alongside speaking, listening, reading, and writing To effectively accumulate and utilize grammar knowledge, learners must be given ample opportunities to practice in real-life contexts Mastery of grammar communication is essential for acquiring oral language, and its application extends to writing, listening, and speaking activities Therefore, grammar serves as a fundamental foundation for mastering other language skills.
In summary, effective grammar instruction is essential for language acquisition, as a solid understanding of grammar is crucial for developing language skills To enhance communication abilities, students must learn applied structures within meaningful contexts, ensuring they acquire the necessary grammar knowledge.
The goals of learning and teaching grammar communicatively
In Vietnamese high schools, English instruction primarily relies on the Grammar Translation Method, which emphasizes grammar for examination success but often leads to student boredom and inadequate communication skills Many learners struggle to speak even simple sentences and lack opportunities to express their views orally The primary objective of learning English should be effective communication, which necessitates a focus on teaching grammar in a communicative context to enhance fluency and accuracy in speaking Grammar is crucial for communicative competence, as it allows learners to communicate effectively, albeit in limited situations Hannan (1989) notes that grammar reflects the cognitive structure of the mind, and educators must bridge the gap between the target language and learners' native tongues The introduction of the communicative approach in the 1970s aimed to empower EFL students to communicate freely and fluently Communicative language teaching equips ESL teachers with strategies to improve students' oral performance and encourage active speaking Hymes (1972) defines "communicative competence" as the essential knowledge a speaker needs to navigate a speech community, which includes not only grammatical accuracy but also the appropriate use of language in context (Richards, 1985; Hymes, 1971).
Researchers have actively sought to define communicative competence, with Canale and Swan (1980) identifying four key components: grammatical, discourse, sociolinguistic, and strategic competence Communicative Language Teaching (CLT) aims to enhance learners' communicative competence, immersing them in the target language environment According to Littlewood (2007), CLT promotes teaching practices that foster communicative competence through authentic contexts Herath describes CLT as a framework outlining the goals of language teaching, effective learning methods, appropriate classroom activities, and the roles of both teachers and learners Additionally, Pei-long (2011) emphasizes that language instruction should prioritize communicative proficiency over mere mastery of sentence structures.
Learning and teaching English grammar communicatively aims to equip learners with the ability to use Standard English in various contexts, such as effectively engaging in classroom discussions and workplace interactions Students should develop a solid understanding of grammar structures, enabling them to communicate confidently and deliver speeches accurately Additionally, learners are expected to analyze grammatical structures within English texts, using appropriate terminology and recognizing how sentence-level grammar contributes to overall text coherence This foundational knowledge not only aids in mastering Standard English conventions but also enhances writing skills.
Understanding how sentences work together is crucial for creating coherent and meaningful text Knowledge of grammar not only enhances language appreciation but also serves as a tool for discussing the fundamental components of any language Teachers can guide students to recognize the variation in grammatical structures used in different contexts, such as informal conversations with friends versus formal interactions with teachers By fostering respect for diverse speech patterns, educators can help students appreciate that language variations, often perceived as "weird" or "wrong," adhere to their own consistent rules, just like mainstream English.
Grammatical competence encompasses the ability to construct sentences within context, including knowledge of parts of speech, tenses, phrases, clauses, and sentence structures A strong grasp of grammar enables individuals to effectively utilize language for various purposes, distinguishing between formal and informal speech and adapting communication styles for written versus spoken contexts Furthermore, a deep understanding of English grammar enhances one's ability to produce and comprehend different text types, such as narratives, reports, interviews, and conversations Mastery of grammar is crucial for learners, as it facilitates effective communication even when language knowledge is limited.
The rise of Communicative Language Teaching (CLT) emphasizes the importance of communicative competence as a primary objective in second language acquisition Teaching grammar within a communicative framework is essential for enhancing learners' ability to communicate effectively and appropriately As highlighted by Hymes (1972), achieving communicative competence requires teaching language in context and providing learners with real-life communicative situations.
Approaches to teaching grammar
When discussing grammar teaching methods, the deductive and inductive approaches are essential Research indicates that effective grammar instruction often combines elements of both deductive and inductive teaching (Haight, Heron, & Cole, 2007).
According to Thornbury (1999), a deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied
An inductive approach (rule-discovery) starts with some examples from which a rule is inferred
The deductive approach is the traditional method of teaching grammar, beginning with the presentation of a rule followed by examples that illustrate its application In this approach, learners actively engage with the grammar rule by studying it and providing their own examples.
The teacher begins by explaining the grammar rule in the students' native language, followed by providing a sample sentence Students are then encouraged to practice with similar examples to reinforce their understanding.
When teaching the simple past tense, educators should provide translations in the students' native language and explain the differences between regular and irregular verbs For instance, the regular verb "need" transforms to "needed" by adding -ed.
The irregular verb "go-went" is commonly used in spoken English, and teachers often have students practice in pairs to ensure comprehension The deductive approach to teaching this verb is effective, as many students tend to learn passively It is essential for students to grasp the rule clearly, as it is explained in their native language.
Moreover, almost all Vietnamese English teachers do not speak the English language to explain the grammar structures and they often do a long grammatical
Many explanations confuse students, making it difficult for them to retain information about word meanings or rules When concepts are explicitly presented, students tend to invest less mental energy in memorization, leading to easier forgetfulness Additionally, a lack of engagement can cause students to lose focus and mentally disengage from the material.
The inductive approach to learning emphasizes the discovery of grammar rules rather than direct instruction Learners engage in self-discovery, allowing them to connect new rules to their existing mental frameworks, making the rules more meaningful and memorable This method fosters pattern recognition and enhances problem-solving skills, making it particularly beneficial for learners who thrive on challenges.
To effectively teach students how to convert present tense verbs into past tense, a teacher can display ten verbs on the board, demonstrate their transformation through sample sentences, and encourage students to repeat the changes Once the teacher assesses that the students have grasped the concept, they can prompt them to practice changing additional verbs into the past tense Although students may initially feel uncertain, they will likely succeed in adding -ed to regular verbs and applying other grammatical rules for irregular verbs.
This approach stimulates brain activity by encouraging students to explore grammar rules actively Teachers can observe students' inquiries, which, while not always essential, can be valuable for testing their understanding When students fail to ask questions, teachers can provide examples of incorrect sentences, clarifying the reasons behind the mistakes to reinforce the rules effectively.
This method requires significant preparation time and can consume valuable class hours However, when teachers have previously covered a specific grammar point multiple times, it becomes easier to teach and is likely to flow more naturally during lessons.
Teachers employ various effective techniques to teach grammar for communication, including songs, games, drilling, dictation, error correction, and dialogue building The choice of technique depends on the lesson's quality and context, allowing educators to adapt their methods throughout the teaching process.
The most common techniques that many teachers often use, they are dialogue building, drilling, and error correction
In dialogue building, teachers create a scene and write a targeted dialogue on the board, focusing on specific language elements For example, a framework for a conversation between a hotel receptionist and a guest naturally incorporates indefinite pronouns like something, anything, and nothing Students then practice the dialogue in pairs or groups, while the teacher gradually erases the text, encouraging memorization This method effectively helps students internalize the language.
In the drilling technique, teachers assist students in accurately pronouncing a new language by having them repeat phrases for precision Various methods of drilling enhance student learning, such as substitution drilling, where teachers replace words in a sentence For instance, when the teacher states, "She’s been studying English at university," students repeat it back The teacher then alters the pronoun to "We," prompting the next student to say, "We’ve been studying English at university." This process continues as the teacher changes other elements, like the location, to reinforce language skills.
In error correction, students often anticipate feedback from their teachers, who determine which mistakes to address and the methods for correction Many students consistently repeat the same errors when constructing sentences It is crucial to recognize that those who require the most correction often include quieter, shyer students with lower proficiency levels.
Corrective feedback in language learning offers numerous benefits, as it encourages students to identify and learn from their mistakes Teachers facilitate this process by allowing students to experiment with the language, recognize their errors, and engage in activities such as role plays where errors can be identified and corrected This interactive approach not only helps students become aware of common mistakes but also fosters self-correction skills While explicit rule articulation has its place, evidence suggests that an inductive approach to learning rules and generalizations is more effective in communicative second language teaching (Brown, 2007).
Activities for teaching and learning grammar communicatively
Effective grammar teaching requires teachers to design engaging and contextually relevant activities By creating suitable tasks for each lesson, educators can make grammar instruction more interesting and meaningful This approach not only enhances the teaching experience but also empowers students to communicate effectively in English, using the language in real-life situations.
Teat (2001) emphasizes the significance of communicative activities in fostering opportunities for students to engage in language use for communicative purposes These activities, often characterized as "fluency-based," promote the use of a second language (L2) within interactive learning environments For effective implementation in the classroom, it is crucial that these activities are student-centered and designed to be interactive, authentic, and contextualized.
Finocchiaro and Brumfit (1983) emphasize the importance of collaborative learning in enhancing students' speaking skills through oral group activities like debates and discussions Their research indicates that such interactions compel students to listen actively to their peers, allowing them to agree, disagree, provide comments, and contribute relevant information effectively.
According to Harmer (1991), teachers can enhance oral practice through activities like information gaps, games, and oral interaction In information gaps, students receive different pieces of information to share with partners, fostering purposeful communication Games can be integrated at any lesson stage, providing a relaxed environment for language practice Lastly, oral interaction encourages enjoyable language use, as students engage with partners by asking and answering questions based on teacher instructions.
Likewise, according to Richards and Rodgers (2001), communicative activities encourage students to learn in creative and meaningful ways while it hopes to promote fluency and accuracy
To enhance communicative activities, teachers can implement various practice tasks such as text transformation, text reconstruction, and individual text creation (Lock, 1996, p.276).
According to Harmer (1991, p.51), language activities should provide students with a genuine purpose for communication, enhancing their engagement and encouraging diverse language use This approach fosters individual language autonomy, allowing students to maximize their language skills effectively.
Nancy (2014, pp.5-16) shared her recommendation for making communicative activities in grammar successfully in the classroom She strived to make learning
Research indicates that communicative activities in grammar significantly enhance student enjoyment and engagement in the language learning process These activities not only foster a positive learning environment but also demonstrate the effective execution by language teachers This highlights the crucial role of such activities in facilitating language acquisition.
Harmer (1991) emphasizes the importance of communicative activities in the classroom, including discussions, communication games, information exchanges, and role-play Teachers can enhance student engagement by organizing these activities in pairs or groups, allowing students to feel more comfortable and prepared for specific tasks Effective implementation of these strategies can significantly improve grammar lessons, as they encourage students to communicate and practice language skills with their peers.
Communication games are often rooted in the principles of information gaps, where students engage in language tasks to complete game-like objectives These activities facilitate the exchange of interpersonal information among students Role-play, as a classroom activity, involves students adopting different personas to navigate specific scenarios, allowing them to use language creatively while stepping outside their real identities in the learning environment.
These communicative tasks should be combined flexibly and designed for the suitability of the particular target language It brings many benefits for learners when learning English grammar communicatively
Lee and Van Patten (2003) emphasize the importance of structured input activities for presenting grammar communicatively, as they enhance learners' awareness of target structures in a meaningful way Additionally, some scholars advocate for a combination of form-focused instruction and communicative activities, suggesting that learners are more likely to pay attention to target forms when they are taught within context.
24 forms become more memorable (Foto, 1994; Lightbown, 1998; Nassaji, 2000; Wang, 2009)
Cowan (2008) highlights various applications of Communicative Language Teaching (CLT) in grammar classes, emphasizing the integration of interactive activities CLT classroom instruction incorporates games, role-playing, storytelling, discussions, puzzle-solving, decision-making, perspective-taking, and making educated guesses based on visual prompts during oral presentations.
The following activities types in the study are listed below:
In this collaborative activity, learners work in pairs, where one partner possesses information that the other lacks, fostering an information exchange These information gap activities are designed to achieve various objectives, such as problem-solving or data collection Each participant plays a crucial role, as the task cannot be accomplished without mutual sharing of information This approach is effective in promoting extensive communication in the target language, enhancing language skills and engagement among learners, as noted by Harmer.
(200, p.85), information gap activity is as a key to the enhancement of the communicative purpose and the desire to communicate
Role play activities are highly beneficial for teachers in EFL classes as they enhance students' oral competence As noted by Harmer (1984), role-playing is one of several effective techniques for developing speaking skills.
Engaging students in role-play activities allows them to practice a foreign language in various social contexts, fostering a relaxed classroom atmosphere This interactive approach encourages learners to explore different social roles, enhancing their language skills and confidence By performing dialogues, students gain valuable experience that helps them navigate real-life situations effectively.
The article emphasizes the importance of providing learners with information about their identities and emotions For instance, a teacher might guide a student by saying, "You are Tom; you visit the doctor and explain what occurred last night" (Harmer, 1984, p.16) This approach helps students articulate their thoughts and experiences effectively.
EFL learners‟ perceptions of learning English grammar communicatively
Traditional teaching methods often hinder learners' English communication skills due to their teacher-centered approach, which prioritizes extensive explanations of grammar rules over student engagement This results in students passively absorbing information without developing spoken language skills or the ability to apply grammar effectively in real-life situations Rote memorization and a lack of interactive techniques contribute to decreased interest and self-confidence in learning English grammar, often leading to anxiety In contrast, the Communicative Approach promotes language learning through real-world interactions, encouraging students to actively participate and collaborate in tasks This method fosters a more natural and effective acquisition of grammar, enhancing both communication skills and overall language proficiency.
Over the past 30 years, Communicative Language Teaching (CLT) has transformed the understanding of second language acquisition, shifting the focus from merely mastering grammatical competence to embracing a more holistic approach Previously, language learning was seen as a mechanical process centered on habit formation, where students aimed to produce correct sentences without making mistakes, often relying on memorization of dialogues and performance.
29 drills Therefore, making mistakes chances were minimized and most students‟ learning was seen under the control of the teacher
In recent years, language learning has evolved to emphasize the collaborative creation of meaning and purposeful interactions among users and learners Central to the communicative approach is the student's ability to understand and use spoken language effectively Feedback from language use and attentiveness to spoken language play crucial roles in enhancing learners' communicative competence Additionally, learners experiment with various expressions during conversations, while older students often expect grammar instruction to facilitate more efficient language acquisition.
To effectively learn English grammar, it is essential for learners to focus on developing their oral communication skills rather than merely memorizing grammar rules This communicative approach ensures that students engage with the language in a meaningful way, fostering a more natural and enjoyable learning experience.
Previous studies
Numerous studies have focused on understanding perceptions of learning and teaching English grammar, particularly in relation to communicative language (Gopal, 2015; Anne & Hong, 2009; Wazir, 2010; Chen, 2014; Rahmah, 2018) Additionally, there is a significant emphasis on learning English grammar in real contexts, utilizing methods such as games and dialogues (Nguyen Lien Huong, 2005; Nguyen Thi Bach Yen, 2008; Tran Thi Thu Huong, 2015; Cam Thi Hong Khuong, 2015; Phuong Hoang Yen & Nguyen Phuong Thao, 2017), which are explored through students' perceptions Researchers have also referenced previous studies to inform their research methodologies.
30 contents such as research participants, research design, and methods of data collection It helps to identify the research gap for the study
This study explores students' perceptions regarding grammar structures and error correction, rather than determining the necessity of explicit grammar teaching A related study by Anne and Hong (2009) focused on Asian students' views on grammar instruction in ESL classrooms, involving 16 students from seven Asian countries enrolled in a credit ESL course at Canada University Group interviews were conducted and transcribed to gather data The findings indicated significant variability in the Asian students' perceptions of form-focused instruction, despite their similar cultural and educational backgrounds, highlighting differing beliefs about the role of grammar instruction in language learning.
A survey by Gopal (2015) explored students' perceptions of grammar teaching in English language classrooms, focusing on 15 students from Misurata University in Libya Conducted through group interviews with nine specific questions, the responses were audio-taped and transcribed The findings indicated varied perceptions of form-focused grammar instruction among students, despite their similar cultural and educational backgrounds This highlights the importance for ESL teachers to understand students' needs and minimize conflicts arising from differing perspectives Additionally, Chen (2014) emphasized that games can serve as effective communicative activities, acting as a powerful tool in language learning.
The article highlights the importance of effective language use for learners, emphasizing how games can enhance communicative skills while alleviating nervousness and shyness in the classroom Rahmah (2018) conducted a study on students' perceptions of communicative game-based grammar learning, involving 30 university participants in Medan, Indonesia, who had grammar knowledge but struggled with communicative language production The findings indicated that game-based activities fostered a non-threatening and relaxed environment, transforming students' negative views on grammar learning and significantly improving their perceived communicative skills.
A study by Wazir (2010) explored learners' perceptions of grammar learning, error correction feedback, and the distinction between traditional and communicative grammar instruction Conducted with thirty-five undergraduate ESL students at Carleton University in Ottawa, the research aimed to understand learners' beliefs and attitudes towards grammar education The findings revealed that, in contrast to traditional methods used in many foreign countries, Canadian students preferred the communicative approach, as it allowed them to apply grammar rules in context without needing to define them explicitly.
In Vietnam, numerous studies have explored students' perceptions of English grammar teaching and speaking activities Notably, Nguyen Lien Huong's research in 2005 stands out as one of the most comprehensive analyses in this area.
A study conducted at Nong Lam University involving 100 students and 10 teachers explored effective methods for teaching grammar communicatively The findings revealed that incorporating games into grammar instruction significantly enhanced student engagement and enjoyment while learning new grammatical rules The research highlighted the importance of games as essential tools in a teacher's repertoire, offering both practical activities and an entertaining, challenging approach to classroom learning.
Tran Thi Thu Huong (2015) conducted a two-year study (2007-2009) on innovative English grammar teaching methods for communicative purposes at three high schools in Hanoi, involving 180 students and six observers The research highlighted that innovative teaching approaches significantly enhanced students' attitudes towards grammar activities, fostered an engaging learning environment, and improved their retention and application of grammar in social communication.
One more study by Nguyen Thi Bach Yen (2008) examined the trend in
Teaching and learning grammar through games in the tenth grade at Hung Vuong High School enhances the educational experience by creating an exciting and enjoyable atmosphere Implementing games that progress from easy to difficult levels proves essential for engaging students and improving their understanding of grammar The findings highlight that teachers who adhere strictly to assigned tasks may miss out on the benefits of incorporating interactive methods like games into their curriculum.
Grammar lessons that rely solely on textbooks and lack engaging games or activities can be tedious and unproductive for students This approach fails to address the need for more dynamic and effective grammar instruction that captures students' interest and enhances their learning experience.
In an attempt to resolve and overcome these obstacles, Cam Thi Hong Khuong
In 2015, it was suggested that the PPP (Presentation – Practice – Production) method for teaching grammar should be enhanced by integrating grammar instruction with context through communicative tasks, addressing students' fatigue and communication difficulties in English Grammar education should occur within a conceptual framework that supports students' communicative competence and interest in learning A subsequent study by Phuong Hoang Yen and Nguyen Phuong Thao in 2017, involving 93 Vietnamese EFL teachers at Can Tho University, explored their perceptions of the roles, benefits, and challenges of using communicative language games for teaching English to young learners The findings offered valuable insights and recommendations for EFL teachers to effectively address the challenges associated with implementing these games in the classroom.
In conclusion, while researchers have explored various perspectives on English grammar and its role in communication for both teachers and students, there remains a lack of focus on learners' perceptions of English grammar in real conversational contexts Additionally, no comparative studies have been conducted on English majors' perceptions across different academic levels Furthermore, there is a notable absence of research regarding learners' views on English grammar for communication at the UPT This study seeks to fill these gaps by investigating English majors' perceptions of learning English grammar for communication (EGC).
This study aims to explore the significant differences in perceptions of learning English grammar for communication (EGC) among various levels at UPT, as well as the relationships between different components of English majors' perceptions By examining these elements, the research seeks to enhance the understanding of how students perceive the learning of EGC.
Conceptual framework
The conceptual framework of this study, grounded in a literature review, explores English majors' perceptions of learning English grammar for communication (EGC) It highlights their understanding of EGC's roles, goals, and communicative learning activities The research investigates whether UPT English majors recognize the significance of grammar in enhancing oral communication, fostering interest, and boosting confidence Positive perceptions of EGC roles can lead to more effective spoken language communication Drawing on Thornbury's theory (1999), the study outlines goals based on Richards (1985) and Hymes (1971), which include achieving standard English communication, analyzing grammatical structures, and gaining a broad understanding of languages This framework aims to enhance learners' communicative competence in real-life situations Additionally, it emphasizes the importance of structured input activities, as noted by Lee and Wang (2009), and confirms that communicative activities foster creativity and fluency in learning (Richards & Rodgers, 2001), including both classroom and external activities for EGC.
This study examines the effectiveness of learning English Grammar for Communication (EGC) within the specific context of UPT It highlights how these activities have influenced learners' awareness and understanding of grammar in communication.
Summary
In brief, teaching and learning English grammar communicatively play an important role for learners in learning a language There are many approaches that
The roles of learning English grammar communicatively
The activities for learning grammar communicatively
The goals of learning English grammar communicatively
Achieve good oral communication Enhance learners‟ interest Increase learners‟ confidence
To communicate at Standard level
Have the ability to analyze the grammatical structures
Acquire a broad understanding of language variation
Students’ perceptions of learning English grammar communicatively
The article explores the teaching and learning of English grammar, emphasizing the significance of communicative approaches in language instruction It highlights the roles of grammar in achieving learning goals and discusses effective activities for teaching grammar in a communicative context Notably, there is a lack of research on learners' perceptions of learning English grammar communicatively, underscoring the need for further investigation into this area.
No single approach or material is ideal for every context, as each has its own strengths and weaknesses To explore learners' perceptions of communicative grammar learning, the researcher utilized a mixed-methods approach for clarity This chapter summarizes the theories and research studies related to communicative English grammar learning, while the detailed methodology will be discussed in the following chapter.
