Therefore, it is necessary to study how toteach grammar effectively, and make students less boring when learning grammar.Using speaking activities is one of the best ways to teach gramma
INTRODUCTION
Aims and objectives
- To investigate how useful speaking activities are to grammar teaching
- To study about how to teach grammar effectively through speaking activities
- To study useful activities and apply them into some high schools in Nghi Lộc distric
CHAPTER TWO : THEORETICAL BACKGROUND 2.1 A Brief Review on the Major Methods of English Grammar Teaching
Grammar establishes the rules for word formation, yet language instruction often emphasizes grammatical structure over content, treating texts merely as exercises in analysis In Vietnam, traditional language teaching has been dominated by a teacher-centered, grammar translation method that prioritizes rote memorization and verb conjugation This approach fosters a perception among students that knowledge is something to be transmitted by the teacher rather than discovered independently Consequently, students tend to engage in passive learning, remaining quiet and reticent in the classroom, which limits their ability to interpret and interact with the material This dynamic not only restricts students’ learning but also confines the teacher's knowledge, creating a cycle of limited engagement and understanding.
Traditional teaching methods prioritize grammatical rules over meaningful communication, operating under the assumption that mastering a language's linguistic system equates to effective language learning While students may excel in memorizing grammar rules, this approach often fails to equip them with the necessary skills for practical communication In contrast, Communicative Language Teaching (CLT) emphasizes active engagement with the target language, focusing on enabling students to communicate effectively by the end of each lesson.
Communicative Language Teaching (CLT) is interpreted variably by different authors, yet most definitions align with its weak version, which highlights the significance of providing opportunities for using English in communicative contexts Among the various definitions, Nunan's (1989) interpretation is recognized as the most widely accepted and favorable.
Communicative Language Teaching (CLT) emphasizes language as a tool for expressing meaning, focusing on oral communication and meaningful tasks relevant to learners The objectives are tailored to meet learners' needs, encompassing both functional and linguistic skills In this approach, learners take on the role of negotiators, while teachers act as facilitators of communication Additionally, materials used in CLT are designed to enhance communicative language use.
According to Savignon, (1983) and River (1987), many teachers, methodologists and linguistics who work on foreign language teaching tend to define communicative competence simply as interaction in the target language.
Communicative competence, as defined by Hymes, encompasses not only the linguistic structures of a language but also its social conventions, which dictate the appropriate contexts for usage This implies that effective language teaching must integrate socio-cultural rules, ensuring learners understand when, how, and to whom specific language forms should be applied.
There have been many definitions of grammar so far.
Grammar is fundamentally the method by which a language organizes and combines words to create meaningful expressions For instance, in English, the verb "be" has different forms depending on whether the subject is singular or plural Using the plural form "are" with a singular subject leads to grammatical errors, as demonstrated in the incorrect sentence "She are a teacher," which should correctly be stated as "She is a teacher."
According to Oxford Advanced learner’s dictionary, grammar is defined as
Grammar encompasses the rules governing word forms and sentence construction, divided into two main areas: morphology and syntax Morphology examines the structure of words, including inflectional endings and the formation of words from smaller components, while syntax focuses on sentence structure According to Richards, Platt, and Webber (2003), grammar serves as a framework for understanding how linguistic units, such as words and phrases, are combined to create meaningful sentences in a language.
Grammar, as defined by Harmer (1987), refers to the rules governing how words alter and combine to form sentences It encompasses the processes of making words plural or negative, the structure of questions, and the coordination of clauses into cohesive sentences.
Grammar is often defined as the arrangement of words to form correct sentences, as noted by Lưu Quý Khương (2006) For example, the sentence "I am a teacher" adheres to grammatical rules, while "I a teacher" and "I are a teacher" do not.
The term "grammatical" can also be applied to smaller units than a sentence, such as phrases or individual words For instance, a phrase like "a tall woman" is grammatically correct, while "a woman tall" is not Similarly, the word "went" is correct, whereas "goed" is not acceptable.
2.2.2 The Importance of Grammar in Learning a Foreign Language
Mastering a language requires a solid understanding of grammatical rules, whether implicit or explicit Effective communication hinges on knowing how to properly structure words and phrases.
Grammar serves as a foundation for various classroom activities, but it should only be a temporary focus in the learning process Its long-term goal is to facilitate a comprehensive mastery of the language rather than being an end goal itself Initially, students may engage in exercises that involve the mechanical manipulation of language structures, but this approach is just a step towards deeper language acquisition.
To effectively understand and express oneself in a language, it is essential to grasp its grammatical structure Knowing all the vocabulary in a sentence is insufficient if one cannot discern the relationships between the words, as this understanding is crucial for comprehension.
Effective communication in a foreign language relies heavily on a solid understanding of grammar, which acts as a framework for constructing correct sentences When a learner develops this grammatical mechanism, they can accurately produce sentences in the target language Native English speakers inherently possess these grammatical rules, allowing them to intuitively identify whether a spoken sentence adheres to the standards of English grammar Thus, mastering grammar is essential for anyone aiming to achieve fluency in English.
2.2.3 Teaching English Grammar in the lights of CLT
Traditional language instruction emphasizes grammatical rules over meaningful communication, with the assumption that mastering these rules will enable students to effectively use the language However, evidence indicates that while students may excel at memorizing grammar, they often struggle to communicate in the target language.
A Brief Review on the Major Methods of English Grammar Teaching
Grammar establishes the foundational rules for constructing sentences, yet traditional language instruction in Vietnam predominantly emphasizes grammatical form and rote memorization over meaningful content This teacher-centered approach, heavily reliant on grammar translation methods, leads students to view knowledge as a transmission from teacher to learner, rather than an exploration Consequently, students often remain quiet and passive in the classroom, limiting their engagement and interpretation of the language This dynamic not only restricts students' learning experiences but also confines the teacher's knowledge, creating a cycle of limited understanding.
Traditional teaching methods emphasize grammatical rules over meaning, with the belief that mastering a language's linguistic system ensures proficiency While students may excel at memorizing grammar rules, this approach often fails to equip them for effective communication in the target language In contrast, Communicative Language Teaching (CLT) prioritizes engaging students in meaningful use of the language during lessons, fostering their ability to communicate confidently by the lesson's conclusion.
Communicative Language Teaching (CLT) is interpreted variably by different authors, but it is primarily understood through its weak version, which highlights the significance of providing opportunities for using English in communicative contexts Among the various definitions, Nunan's (1989) interpretation stands out as the most widely accepted and favored within the field.
Communicative Language Teaching (CLT) perceives language as a means to convey meaning, emphasizing oral communication and meaningful tasks that resonate with learners The objectives are tailored to meet learners' needs, encompassing both functional skills and linguistic goals In this approach, learners act as negotiators, while teachers facilitate the communication process Additionally, materials are designed to encourage the use of language in a communicative context.
According to Savignon, (1983) and River (1987), many teachers, methodologists and linguistics who work on foreign language teaching tend to define communicative competence simply as interaction in the target language.
Communicative competence, as defined by Hymes, encompasses not just the linguistic structures of a language but also the social norms governing their use This includes understanding when, how, and to whom specific language forms are appropriate Therefore, integrating socio-cultural rules into language education is essential for effective teaching.
Teaching English Grammar
There have been many definitions of grammar so far.
Grammar can be defined as the method by which a language organizes and combines words to create meaningful expressions (Ur, 1998) In English, for instance, the verb "be" has different forms depending on whether the subject is singular or plural Using the plural form "are" with a singular subject leads to ungrammatical constructions, such as "She are a teacher," which is incorrect The proper construction is "She is a teacher."
According to Oxford Advanced learner’s dictionary, grammar is defined as
Grammar encompasses the rules governing word forms and sentence construction, primarily divided into morphology and syntax Morphology examines word structure, including inflectional endings and the composition of words from smaller units, while syntax focuses on sentence structure According to Richards, Platt, and Webber (2003), grammar serves as a framework for understanding how language units, such as words and phrases, are combined to form coherent sentences.
Grammar, as defined by Harmer (1987), refers to the rules governing how words transform and combine to form sentences It encompasses aspects such as pluralization, negation, the structure of questions, and the coordination of clauses into a single sentence.
Grammar is often described as the structure that governs how words are combined to form correct sentences For instance, in English, the sentence "I am a teacher" is grammatically correct, while "I a teacher" and "I are a teacher" are not.
The term "grammatical" can also refer to units smaller than a sentence, such as phrases and single words For instance, a phrase like "a tall woman" is grammatically correct, while "a woman tall" is not Similarly, the word "went" is acceptable, whereas "goed" is not.
2.2.2 The Importance of Grammar in Learning a Foreign Language
Mastering a language requires a solid understanding of grammatical rules, whether they are implicit or explicit Effective communication is impossible without knowing how to properly arrange words.
Grammar serves as a foundation for classroom activities focused on language learning, but it should be viewed as a temporary focus rather than a final goal The long-term objective is to achieve comprehensive mastery of the language, using grammar as a tool rather than an end While initial exercises may involve repetitive manipulation of language structures, the ultimate aim is to foster a deeper understanding of the language as a whole.
To effectively understand and express oneself in a language, it is essential to grasp its grammatical structure Knowing all the vocabulary in a sentence is not enough; comprehension relies on recognizing the relationships between the words used.
Effective communication in any language requires a solid understanding of grammar, which serves as the foundation for constructing correct sentences When a learner develops a grammatical framework, they gain the ability to produce accurate expressions in a foreign language Native English speakers inherently possess this grammatical knowledge, allowing them to intuitively recognize whether a sentence is grammatically correct Essentially, native speakers embody the rules of English grammar, enabling them to discern the correctness of spoken language effortlessly.
2.2.3 Teaching English Grammar in the lights of CLT
Traditional language teaching often emphasizes grammatical rules over meaning, with the belief that mastering these rules equates to effective communication However, evidence indicates that while students may excel in memorizing grammar, they struggle to communicate in the target language.
In traditional teaching methods, the instructor writes the grammar point on the board, explains the associated rules and structures, and provides examples in English Students are then encouraged to create their own sentences using the newly learned rule and engage in translation exercises between their second language (L2) and first language (L1) However, these activities often focus solely on sentence-level exercises that lack context and coherence For homework, students are typically assigned to memorize grammar rules and generate additional sentences, reinforcing the learning process.
In a typical grammar lesson following Communicative Language Teaching (CLT) principles, the teacher begins by using visual aids to introduce the grammar structure Students then deduce its meaning, form, and use, while the teacher checks their understanding through targeted yes/no questions Following this, students engage in practice through various drills, including Repetition and Substitution, as well as Word and Picture Prompts The teacher aims to maximize practice within controlled, realistic contexts to boost students' confidence in using the new language Finally, students are given opportunities to creatively apply their new language skills in activities that integrate previously learned material, allowing them to relate their learning to real-life situations.
Unlike traditional lessons, this approach focuses on authentic language use, where the teacher creates real or realistic scenarios for students This method enhances students' ability to communicate effectively in English beyond the classroom setting.
2.2.4 The Content of Teaching Grammar
Before discussing the selection of grammar materials, it's essential to define "grammar." Grammar refers to the understanding and correct use of words during communication, reflecting an intuitive grasp of a language's structure It encompasses a set of reflexes that facilitate effective interaction with others Notably, children typically acquire this foundational knowledge of their mother tongue long before they enter school.
Children acquire language intuitively, often without awareness of grammatical terminology or rules They learn to use word endings for singular and plural forms, as well as tenses, through exposure to spoken and written language rather than formal lessons As their minds absorb language patterns, they create simplified grammar rules to express their thoughts and feelings This can lead to errors, such as a child saying “Two mans comed” instead of “Two men come,” as they mistakenly apply common rules to words that do not follow them.
The benefits of using speaking activities in teaching grammar
Teaching English grammar effectively involves using real-life contexts and examples, as context plays a crucial role in understanding While grammar is important, its true value lies in enabling practical communication, making it essential to focus on functional use in everyday language.
Speaking activities serve as an effective tool for teaching any grammar point, as grammar is inherently expressed through language These activities allow students to practice the target language by encouraging its use during communication Additionally, they provide opportunities for both teachers and students to actively correct grammar usage Furthermore, the insights gained from speaking activities can facilitate discussions, elaborations, and assessments to ensure that students have a solid understanding of the target grammar point.
Using speaking activities to teach grammar can offer variety to your students and create to the needs of learners who are keen to develop their ability to use English.
The approach allows teachers to systematically provide feedback on students’ errors while assessing their ability to use the target grammar point effectively When students demonstrate proficiency in the language, teachers can focus on addressing other mistakes without needing to revisit the meaning and form of the grammar point This method not only confirms students’ understanding but also offers additional opportunities for practice and reinforcement of the target language.
Teaching grammar through communicative activities can be challenging, as some grammar points are more easily integrated than others A common mistake is overloading an activity with excessive examples of a grammatical structure, which can lead to an artificial exercise resembling outdated drills This approach undermines the essence of communicative activities and should be avoided to promote more natural language use.
Types of speaking activities 2.5 Contents of grammar in the English 10 th form textbook
This engaging conversation activity focuses on student preferences by presenting them with "Would you rather " questions that offer two equally appealing or unappealing choices For instance, a question might ask, “Would you rather be beautiful but poor or less attractive but rich?” Students must select one option and justify their choice, as answering “neither” or “both” is not allowed This often leads to humorous responses, such as a student who preferred being rich and ugly, reasoning that wealth could fund plastic surgery.
To ensure the success of the "Would You Rather" activity, it's essential that the questions are tailored to the appropriate age and proficiency levels While I can only provide a sample due to file storage limitations, you can access a broader selection of "Would You Rather" questions and utilize the template I designed to get a better understanding of its format.
Using engaging video prompts like TED Ed's riddle videos, I enhance student participation in speaking activities Each riddle consists of two segments: the problem and the answer I present the first part, pause the video, and ensure that students grasp all the details Equipped with mini-whiteboards, they collaborate in groups to brainstorm potential solutions After the discussion period, each group shares their answers with the entire class, fostering an interactive learning environment.
Engage your students in a dynamic drill conversation activity by pairing them up to practice a displayed dialogue Start by presenting the slide for students to read aloud together After two rounds, progressively remove words from the dialogue, replacing them with blanks Continue this process until the entire dialogue consists solely of blanks, enhancing their recall and fluency.
Explore three beginner sample dialogues on PowerPoint to inspire your own dialogue creation based on your lessons This effective speaking drill will enhance your communication skills and boost your confidence in speaking.
In this engaging storytelling activity, students arrange a series of pictures in the correct sequence, enhancing their understanding of narrative structure They then color the images and incorporate descriptive language, utilizing adjectives, adverbs, and expressions of time and order Once completed, students present their creative stories to the class, fostering both artistic expression and public speaking skills.
By doing picture sequencing before the speaking activity, students are able organize information and ideas efficiently thereby enhancing necessary skills such as reasoning and inferring.
You can download samplzes in the resources page.
If you're looking to evaluate your students' speaking skills but struggle to find time in the classroom, FlipGrid is the perfect solution This innovative tool allows students to complete speaking assessments as homework, provided they have access to computers at home.
FlipGrid is an interactive video discussion platform that allows educators to create a grid for their classroom and introduce topics to stimulate engaging discussions Students can easily participate by submitting short video responses, each lasting up to 1 minute and 30 seconds, without the need to create an account, provided they have the access code for the topic.
FlipGrid allows you to create unlimited topics/discussion and unlimited video uploads for all your speaking activities and tasks!
Well, everybody knows what a tongue twister is! It is a series of words or sounds that are usually repetitive and are difficult to pronounce quickly and correctly.
I incorporate tongue twisters into my speaking activities to enhance my students' pronunciation and accent, while also adding an element of fun I encourage my students to memorize these phrases and practice saying them aloud in class, both individually and in pairs.
In this activity, you will create two different versions of a dialogue and hand out version A to Student A and version B to Student B The idea behind this is all the
B section sentences that are missing on version A appear on version B; and vice versa.
Student A: How are you today?
In the speaking task, students engage in a meaningful conversation by reading aloud and actively listening to each other, while also writing down sentences from their peer's paper It's essential to ensure that the interaction goes beyond mere sharing and copying of dialogues, fostering genuine communication among students.
If you're looking to manage conversations among your kids and prevent them from all talking at once, conversation cards are the perfect solution This engaging speaking game allows for structured discussions, ensuring that each child has a chance to participate without chaos.
In each round, students take turns speaking in front of the class, with a limit of 10 participants per session This engaging activity is particularly effective for teaching positive and negative questions or sentences, but it can easily be adapted for various lessons to enhance student participation and learning.
For this speaking activity, prepare cards featuring conversation starter sentences or questions, like “What did you do last weekend?” or “Do you enjoy watching cartoons?” These prompts will facilitate engaging discussions and enhance communication skills.
To initiate the game, distribute one unique card to each of the five students and have them stand at the front Instruct the remaining classmates to either close their eyes or lower their heads.
The 5 students you chose will quietly put their card on other students’ desks and then come back to the front.
Tell the class to open their eyes.
Students will take turns standing up to identify the classmate they believe gave them their card Each student will then read the prompt on their card aloud, fostering engagement and interaction among peers.
Description of grammar exercises and activities in the 10 th form textbook
The textbook offers a variety of grammar exercises, including fill-in-the-blank tasks, multiple-choice questions, sentence rewriting, verb tense identification, guided sentence completion, and question formation based on provided answers.
Fill-in-the-blank exercises are commonly utilized in English 11 lessons, often featuring prompts to aid students in practicing grammar without overwhelming them Typically involving 5 to 8 words or verbs, these exercises leverage students' foundational knowledge, making them accessible To succeed, students must comprehend the sentences and identify key markers for accurate answers These activities not only enhance students' practice but also provide teachers with an effective means to assess student understanding.
The second type of exercise involves selecting the correct option, typically consisting of 5 to 10 sentences This exercise is generally manageable for students, as they often need to focus on specific elements within the sentences Furthermore, due to the limited number of answer choices—usually two—students may select an option without thoroughly considering the grammatical aspects involved.
Rewriting sentences is the third type of grammar exercise and can be quite challenging It requires students to fully comprehend the original sentence before making appropriate modifications This exercise is intentionally placed after simpler types to ensure students are adequately prepared Therefore, tackling these more complex rewrites necessitates prior practice with easier exercises.
Besides, since there are many tenses are taught in this textbook, most of the exercises to practise the tenses are giving the correct form of the verbs.
The teachers should design some exercises and activities so that students can practise the grammar knowledge better.
Unit 1: A LONG AND HEALTHY LIFE
Grammar points: The past simple tense
Activity 1: Compare pairs of pictures
Aims: students can talk about their habits in the past
Preparation: pairs of pictures one was n the past, one is in the present
The teacher presents two images of a woman, one from 20 years ago featuring her playing the guitar, and a recent one where she is painting She prompts the students with questions about her past and present activities, asking if she frequently played the guitar in the past and if she still plays it now.
The teacher encourages students to reflect on their childhood by comparing their past and present lives They are prompted to consider the differences and similarities in their living situations, personal preferences, and holiday experiences, fostering a deeper understanding of their growth and changes over time.
Grammar point 2: The past simple tense
Aims: Revise the past form of verbs.
Develop mastery of irregular verb forms with the visual aids and physical stimulation of a game.
Preparation: a large card and a list of irregular verb forms.
- Write the base form of irregular verbs on one side of a card, and write the past tense form on the opposite side Make approximately 10 cards
- Have students sit at desks Have a student hold the cards and serve as a leader of the activity.
- Have one student move from his or her desk and stand next to a sitting student.
To play the game, the leader reveals the first card, displaying the base form of a verb, such as "eat." The objective is for students to quickly identify the past tense form, "ate," with the first to answer correctly winning the round Afterward, they move on to the next seated student while the other participants take a seat.
- In order to win, a student must travel “around the world” and back to his or her original seat.
- Call a rematch for any simultaneous answers.
Note: we can divide the class into two or four “world”
(Teachers can choose some of these activities.)
Grammar point: Modal verbs must, have to, and should
Act 3:This exercise is great for teaching how to use modal verbs for prohibition and obligation It uses real-life examples that students see around them every day, so they should have no problem picking up the grammar and putting it into context.
Begin your lesson by displaying a no-smoking sign to your students and encouraging them to discuss its meaning When they respond with "no smoking," prompt them to expand their answer into a complete sentence, which should lead to responses like "you can't smoke."
Then, ask your students how they could make the sentence stronger This should prompt them to give you “you must not smoke.”
From here, you can teach a selection of modal verbs, such as “have to,” “must” and
Create a worksheet or PowerPoint presentation featuring a variety of familiar signs, such as road signs, safety signs, or classroom signs Ensure that the signs are simple and easy to understand, allowing students to express their meanings in English Encourage them to use provided modal verbs to construct sentences for each sign, reinforcing their comprehension and language skills.
To wrap up the class, transition to a more engaging and challenging activity Provide students with a variety of unusual and quirky signs, encouraging them to use their creativity and modal verbs to interpret their meanings Students can collaborate in pairs to brainstorm and articulate their own interpretations.
In the end, you can go over their answers together, and correct their grammar as you go along.
In order to practice using modal verbs for advice, your students can try their hands at being agony aunts.
Engage your students by presenting a relatable problem, such as "I'm hungry" or "I don't know what to do this weekend," and invite them to offer advice Collaborate with them to expand their suggestions into complete sentences, using a gap fill activity on the board, for example, "You go to a restaurant." This interactive approach not only encourages participation but also enhances their sentence construction skills.
Use this to elicit the following responses:
Students can enhance their advice-giving skills by practicing with specific phrases You may choose to provide example scenarios for them to respond to or encourage them to create their own The ideal approach will vary based on your class's proficiency level and the time available This activity can be tailored as either a writing or conversation lesson, depending on your preferred structure.
Students can try predicting the future by role playing as fortune tellers This is a great way to practice using “will,” “may” and “might.”
There are two ways you can approach this topic The first is to use palm reading Busy Teacher has a great palm reading lesson plan.
Enhance your lessons with One Stop English’s palm reading worksheet, allowing students to discover the significance of the lines on their hands This engaging activity encourages them to partner up, read each other's palms, and utilize modal verbs to predict future outcomes.
Here are some examples of sentences they could use:
“Your ‘lifeline’ is long, so you will have a long and healthy life.”
“Your ‘love line’ is curved, so you will have a successful love life.”
One effective method for teaching modal verbs in ESL classes is through the use of tarot cards By printing and cutting out ISL Collective’s tarot cards, teachers can distribute them to students in pairs After mastering modal verbs, students can draw three cards each and utilize them to make predictions about their partners, enhancing both their language skills and engagement.
Data analysis of the students’ survey questionnaire
3.1.1 Students’ attitude toward English Grammar
The importance of English Grammar
Very important rather important not important Not important at all 85%
Chart 1: The importance of English grammar
A recent chart reveals that 83% of students view grammar as a crucial aspect of language learning, while 15% consider it somewhat important, and only 2% believe it holds little significance This strong recognition of grammar's role suggests that students are aware of its importance in mastering English Furthermore, this awareness is expected to foster motivation, helping them navigate the challenges they face in their learning journey.
Table 1: Students’ frequent errors always often sometimes rarely a confused about the form 15% 23% 50% 12% b do not understand the meanings clearly
10% 20% 30% 40% c do not know how to apply it 6% 30% 40% 24% d difficult to apply it into communication
The table illustrates that students face varying challenges in learning English grammar, with each individual making common errors at different frequencies These errors can be categorized into four main types: difficulties in meaning, usage, form, and particularly in communication.
About 15 % of students always confuse about the form, 10 % of students do not always understand the meanings clearly, only 6 % of students do not always know how to use it However, there are 20 % of students find it difficult to apply it into communication.
A large number of students rarely understand the meanings of new structure (40%), 30% of students do not sometimes understand the meanings.
As can be seen from the table the number of students have difficulties in communication with high frequency is higher than other factors (always and often are
To address the challenge that 70% of students face in speaking, teachers should design engaging speaking activities These activities provide students with valuable opportunities to practice speaking, allowing them to communicate more naturally.
3.1.3 Students’ comment on teacher’s methods before applying speaking activities
Table 2: Students’ comments on teachers’ methods before applying speaking activities
How does your teacher usually introduce a new grammar structure? a saying “ today we are going to learn the structure….” Then write on the board
20% b giving an example and explains its meaning 55% c giving a situation through which you can understand the meaning of the structure
How does your teacher usually show the form of new grammatical structure? a using S- V structure 50% b writing an example on the board and underlining the “ fixed” part of the structure.
30% c using structure table 8% d other ways 12%
In a grammar lesson, the primary motivator for students is the simplicity of the structure, with 15% of respondents highlighting this aspect Additionally, while only 5% find a variety of exercises motivating, the most engaging factor is the teacher's communicative and interesting approach to introducing the structure.
30% d the teacher gives you communicative activities in practice 50%
Introduction plays an important part in three stages If this stage is interesting, it will attract students’ attention It can motivate students a lot.
The data indicates that the predominant method teachers use to introduce grammar structures is by providing examples and explaining their meanings, resulting in passive comprehension among students Only 15% of students report that their teachers effectively create situations to convey the meaning of these structures, while approximately 20% state that their teachers typically announce the lesson by writing the structure on the board, reflecting a traditional approach Additionally, around 10% of students mention alternative methods used by their teachers This highlights a significant gap, as the most effective way to communicate grammar structures is through contextual situations, yet only a small percentage of teachers employ this strategy Therefore, it is essential for educators to develop contexts and utilize visual aids to enhance understanding of new grammar structures.
The analysis reveals that teachers' methods for teaching grammar lack a communicative approach, despite attempts to implement it The persistence of traditional teaching methods in English grammar instruction undermines effective communication among students To enhance student interaction, educators should incorporate a variety of communicative activities into their lessons.
While only a few teachers incorporate speaking activities into their lessons, students find these activities highly enjoyable and motivating When asked about their primary motivation, 50% of students indicated that communicative activities provided by teachers are the most engaging These speaking exercises not only enhance student interest but also increase motivation for learning grammar Additionally, 30% of students highlighted that the way teachers introduce grammatical structures in a communicative and engaging manner significantly captures their attention In contrast, only 15% of students felt that simple structures motivate them, and a mere 5% appreciated a variety of exercises, indicating that straightforward grammar alone is not a strong motivator.
3.1.4 The frequency of using speaking activities
Table 3: The frequency of using speaking activities
Table 3 clearly indicates that students are not frequently engaged in activities during the grammar learning process, with many reporting that only a few teachers occasionally incorporate such methods Approximately 25% of teachers regularly use games and over 55% use them sometimes, while 30% occasionally employ role-play, and 28% rarely do so Alarmingly, 90% of students state that their teachers never utilize activities like storytelling or reconstruction exercises, with only 10% of teachers employing these methods at all Many of these activities are unfamiliar to students, and teachers at this school do not incorporate effective strategies such as storytelling, communicative drills, or reconstruction activities in their grammar instruction These activities are essential for enhancing students' understanding of English grammar, and it is crucial for English teachers to adopt and adapt these techniques to create more engaging and effective lessons, ultimately helping students to improve their knowledge in a communicative manner.
Interesting and useful Uninteresting and useless
Post class survey and discussion
Much better Better Litter better Not better at all
The chart reveals that 75% of students found speaking activities engaging and beneficial for learning grammar, in stark contrast to just 1% who disagreed This highlights the effectiveness and appeal of speaking exercises in the classroom Most students reported high satisfaction levels after participating in these activities, with only one student expressing disinterest, likely due to shyness and reluctance to participate To address this, teachers should encourage all students and create opportunities for them to share their thoughts and feelings.
A post-class survey revealed that students made notable progress in learning grammar through speaking activities over a three-month period The results were encouraging, with 84% of students reporting improvements in their grammar knowledge due to these activities; 44% indicated a significant enhancement, while 40% noted a moderate improvement Additionally, 13% experienced slight progress, and only 3% felt they did not improve at all Overall, the findings suggest that speaking activities are beneficial for grammar learning among students.
Proposed activities for teaching English grammar
One of the major challenges faced by high school English teachers is enhancing the effectiveness and communicative nature of grammar lessons While it is crucial for students to consolidate their grammatical knowledge for accurate and quick exercise completion, improving their communicative skills is equally important To achieve a successful grammar lesson, teachers should integrate both aspects by incorporating diverse and appropriate speaking activities This article aims to propose additional activities for teachers and students to explore, complementing those already in use.
The researcher has curated a diverse range of speaking activities designed for teaching English grammar, specifically tailored for high school learners This section showcases a selection of effective speaking exercises that align with the proficiency level of these students.
3.3.2 Criteria for speaking activities used in grammar teaching
To reach the above goals, the speaking activities must satisfy the following criteria.
- They must share some characteristics of communicative activities In other words, they are communicative enough to give students opportunities to learn English grammar communicatively.
- Each activities should not take too much time.
- Activities should be interesting and funny enough to attract students’ participation.
These activities are tailored to engage 10th-grade students, but they are versatile enough to be adapted for learners at various levels Without such relevant and motivating content, students may struggle to find the inspiration needed for effective learning.
- Each activity is designed in correspondence to each stage of a grammar lesson.
Some suggestions
To enhance student engagement, educators should incorporate a variety of speaking activities that allow for flexible and effective use of teaching techniques Grammar teachers, in particular, are encouraged to diversify their activities and tasks regularly to maintain student interest, as learners often have a limited attention span.
- Teacher’s explanation should be limited to 10 minutes especially for lower level students whose ability to sustain attention can be limited.
To enhance understanding of grammar, it is essential to utilize visual aids such as charts, tables, diagrams, maps, and drawings Teachers should deliver grammar concepts through both written and oral methods to effectively cater to the diverse learning styles of students.
Using culturally and ethically appropriate examples is essential in education, as they serve as effective teaching tools Educators should concentrate on specific themes or topics, allowing students to engage more deeply with relevant information and vocabulary This targeted approach enhances understanding and fosters a meaningful learning experience.
Teaching grammar should prioritize communication, focusing on meaning rather than form Educators should avoid spending excessive time on less relevant grammar points and instead make students aware of key features that enhance their understanding.
Teachers should prioritize fostering communication and building confidence in students rather than solely focusing on error correction During communicative activities, errors should only be corrected if they hinder understanding, and teachers should model correct forms without causing stress It's important for teachers to remain patient and recognize that mistakes are a natural part of the language learning process.
The solutions 1 The necessity of the solutions 2 Solutions 3 Survey of urgency and feasibility
3.5.1 The necessity of the Solutions.
To achieve success in teaching Grammar, students must develop effective strategies, as they often encounter challenges in this area Implementing speaking activities has been identified as an effective teaching method that can enhance their learning experience.
- Select the appropriate and interesting speaking activities to apply for classroom usage.
- Encourage students to learn and practice Grammar not only in the classroom but also outside the classroom
- Using various types of speaking activities and games to motivate Students in learning Grammar
- Create contexts and situations so that students can use Grammar structures to speak
3.5.3 Survey of urgency and feasibility
To know the feasibility as well as the necessity of using speaking activities in teaching English Grammar
3.5.3.2 Contents and methods of survey
- Contents: whether the solutions are imperative and feasible
- Method: deliver students and teachers pieces of paper with some questions, let them tick on right column then collect and analysis
The sample is drawn from two sources, from 41 grade 11 th students and thirteen teachers of English who are teaching in Nghi loc 2 and Nghi loc 5 school.
Six teachers (100% of the teacher population) who have been teaching English in English group of Nghi Loc 2 high school school and seven teachers from Nghi Lộc
5 high school are invited to join the reseach Their ages ranged from mid twenty to nearly fifty.
3.5.3.4 Instruments for collecting the data
Data are gained through the employment of two research instruments, namely, questionnaires and observation, which will be discussed in detail below.
This study will employ a questionnaire survey method, utilizing written questionnaires specifically designed to align with the research objectives The focus will be on various scenarios related to providing feedback in English classrooms.
The study utilized two survey questionnaires—one for students and one for teachers—to assess their attitudes towards teaching and learning reading skills These questionnaires aimed to identify the challenges faced in the reading instruction process and to evaluate the effectiveness of various activities, as well as students' reactions to them.
Collect the data, analysis the results as formula: total marks ((c1*1)+(c2*2)+ (c3*3)+ (c4*4))
(X) Total students or teachers who are asked
III.3.6 The result of the survey
1 Select the appropriate and interesting speaking activities to apply for classroom usage
2 Encourage students to learn and practice
Grammar not only in the classroom but also outside
3 Using various types of speaking activities and games to motivate
4 create contexts and situations so that students can use
Based on the result of the study, I could see the urgency of the implementation of speaking activities in teaching English Grammar
A significant majority of students and teachers believe that incorporating speaking activities into grammar instruction is essential, with approximately 78% deeming it urgent or very urgent These activities facilitate a better understanding of grammar, leading to increased student interest and motivation in the classroom To enhance learning, it is crucial to select engaging speaking activities and help students connect new concepts with their prior knowledge, both of which are considered urgent solutions for effective classroom implementation.
Teachers must prioritize encouraging students to engage with grammar both inside and outside the classroom, as this approach enhances their familiarity with various written English texts This strategy is essential for effective learning and should be implemented urgently, alongside other critical educational practices.
1 Select the appropriate and interesting speaking activities to apply for classroom usage.
2 Encourage students to learn and practice
Grammar not only in the classroom but also outside the classroom
3 Using various types of speaking activities and games to motivate
4 cZreate contexts and situations so that students 18 28/41 can use Grammar structures to speak
The study reveals that implementing speaking activities in grammar instruction is highly feasible, with over half of students and teachers in agreement This innovative approach has significantly increased student interest and motivation, effectively addressing their challenges with grammar.
All of the students, nearly 99%, (3,6- 4 points) think that selecting the appropriate and interesting speaking activities to apply for classroom usage is very feasible
For teachers, two solutions Using various types of speaking activities and games to motivate Students in learning Grammar
(3.5points) and Let students understand the context by associating with prior knowledge (3.5 points) are feasible The rest are very feasible.
To evaluate student progress, a post-test was administered following the implementation of speaking activities, allowing for a comparison of scores between the initial assessment and the post-test results This analysis focused on two key areas: the overall grammar scores and the specific skills related to grammar instruction assessed in this study A detailed comparison of these grammar scores is presented in the accompanying table.
Items of Grammar questions Before applying GO After applying GO
Therefore, we can conclude that using graphic organizers while reading helps the students very much to comprehend a passage and to improve students’ reading comprehension performance .
Incorporating speaking activities into grammar instruction enhances students' English skills by enabling them to identify explicit information within texts This approach trains students to effectively locate and understand clearly stated details, ultimately improving their comprehension and analytical abilities in reading.
Students demonstrated an enhanced ability to infer the meaning of texts, particularly in extracting moral messages and values This improvement is reflected in their grammar scores, which significantly increased after the introduction of speaking activities Prior to these activities, students exhibited low grammar scores, but post-implementation assessments showed marked progress Overall, the integration of speaking activities not only boosted students' grammar knowledge but also heightened their interest and motivation to participate in class.
The researcher and the teacher engaged in active discussions before and after their meetings, collaborating to reflect on and evaluate the teaching-learning process This approach aims to enhance teaching proficiency and improve educational outcomes.
Speaking activities play a crucial role in teaching English grammar, enhancing students' understanding and communication skills Since effective communication is the primary objective of learning a foreign language, this research focuses on the impact of speaking activities in grammar instruction.
Many high school students recognize the significance of grammar, yet initially, they may lack interest in learning English grammar due to traditional teaching methods However, after three months of implementing Communicative Language Teaching (CLT) through engaging speaking activities, students show increased interest and achieve better results in their grammar studies.
For many years, teachers have employed various methods to teach grammar, but speaking activities have emerged as one of the most effective approaches In high school, educators integrate these activities into English grammar instruction, recognizing their role in enhancing students' learning experiences Speaking activities not only facilitate grammar introduction and practice but also promote effective communication skills both inside and outside the classroom Consequently, students are more enthusiastic about participating in lessons and naturally absorb new knowledge through this engaging method.
However, teachers and students are accounting some difficulties during teaching and learning process These are limited time, long lesson, class size, class control, materials, and facilities.
Motivating students and making grammar lessons engaging is a challenging yet essential aspect of language teaching To enhance the learning experience, it's crucial for students to not only grasp grammar concepts but also to integrate the four language skills By incorporating speaking activities, grammar instruction becomes more enjoyable and effectively supports the communicative goals of language learning.
Although the researcher has made efforts toward carrying out this study, due to the limitation of time, lack of resources and researcher’s ability, shortcomings are unavoidable.
Not all tenth-grade students at Nghi Loc 2 participated in the survey, which means the results may not accurately represent the entire student population.