Luận văn a comparative study of the effect of a task based teaching and traditional method to grammar instruction at vietnamese upper secondary schools

Purpose of the Study This experimental study is In check whelher or nol teaching grammar Urrough task- based approach is more effective and functional than gramamatranslation mcthod thal

Le Thi Phuong Thao

A COMPARATIVE STUDY OF THE EFFECT OF A TASK-BASED

INSTRUCTION AT VIETNAMESE UPPER SECONDARY SCHOOLS

AN EXPERIMENTAL RESEARCH

NGHIEN CUU 80 SANH ANH HLIONG CUA DLIONG HLIGNG DAY HOC TREN CO SG

GIAO NHIỆM VỤ VÀ PH¬ƠNG PHÁP DẠY HỌC TRUYỀN THỐNG ĐỔI VỚI VIỆC DẠY

NGỮ PHÁP Ở TRUỜNG TRUNG HỌC PHỔ THÔNG: NGHIÊN CỨU THỰC NGHIỆM

MINOR THESIS

HELD: ENGLISH METHODOLOGY

CODE: 601410

1.2.1 The NuÏ Hypothesis (Ho) ccce

1.2.2 The Allemative 1Typothssis (T11)

1.8 Parpose 0ƒ the giulf9 à àeccoe

1.4 Importam of the study

LS The setting und background

CHAPTER 2: LITERATURE REVIEW

2.1 The role of gramimar in English language TeaCRẲNg coi

2.1.1, Arguments against grammar teaching

2.1.2 Research supporting grammar teaching

2.2 Grammar teaching as Process or as Product

2.2.1 The process of language learning

2.2.2 Toaching grarumiat as product

2.2.3, Teaching grammar as process

2.3 Grammar and methods of language teaching

2.3.1 Grammar-Translation Method

2.3.1.1, Characteristics of Grammar-Translation Method

2.3.1.2 Advantages of Grammar-Translation Method

2.3.1.3 Drawbacks of Giammar-Translation Method

3.3.3 Task-based approach to grammar teaching

2.3.2.1, Definition of “Task" and types of tasks in langnags teaching

2.3.2.4, Integration of the lask-based teaching approach into

grammar teaching seve 2.3.2.5, Advantages of task-based approach

3.3.2.6 Possible constraints of tasic-bascd approach 2.4 CORCHISION oo eee este esse snes iee snes

CIIATTER 3: RESEARCH METHODOLOGY

3.1 Methodology

3.1.1 Subjects

1.2 Variables and constants

3.2, Research instruments oo cece

3.3 Data collection

3.4, Achievement Tests

3.4.1 PIe-tesl ccieieioee

3.4.2 Post-test

3.4.3 Other data sources:

3.5, Hypotheses testing instrument

CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS

AS, Pre-test results

4.1.1 Descriptive group statistios of the pre-test restll cc.ec

4.1.2 Independent samples T-test of the pre-test result

42 Posi-iest resÄlfS

42.1, Analysis of overall mean performance

4.2.2 Descriptive group slatistics of he post-tes! result

4.2.3 Independent samnples T -test of the posf-test resuÏÌt

43 Hypothesis testing

44, Classroom observation report

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of the findings

Sid CORCRSIONS csc csses cst cereeeeeieetnsee

5.8 Recortuneidafl0itS

5.4, Limitations of the su

5.5 Suggestions for fiurther study

REFERENCES 0.0 cecscctssecssssseneseseicseiaeinenseesae

APPENDICES T

Appendix IV; Raw data of the stady group and the control group on the pre-test and post-test

‘Table 2: Descriptive Group Statistics of the Pre-test

Table 3: Independent Samples T-lost of the Pre-test

Table 4: Descriptive Group Statistics of the Post-tssf

test of the Post-test

‘Table 5: Independent Sample:

LIST OF GRAPIIS

Graph |: Frequency distribution of scores of the Control class

Graph 2; Froqucney distribution of scores of the Study class

29 28

Second Language Task-based

Task-based Approach Task-based Instruction

Not only in terms of the first language, but also of the second language, grammar is of

primary importance for speakers to convey their messages Vietnamese students start to

study English at school, mainly focuses on learning grammar, The Grammar-Translation Method (GTM) has been widely employed in Vietnam, The GTM focuses on, in particular, the memorization of grammatical features, vocabulary and direct translations of text into the mother longue Yel, sinec the 19708, Ihe orthodoxy in pedagogies of English cdlucalion and research in applied linguistics has shifted away ftom the GTM toward Communicative Language Teaching (CLT}, because the method no longer fit the demands of leamers to usc language as a tool of commnmication (Howat, 1984) Littlewood (1981; 1) states his views of the communicative language teaching approach, “One ot the most characteristic features of communicative language teaching is thal it pays systematic attention to functional as well as structural aspects of language, combining these inlo a more fully

communicative view.”

With the application of the GM in teaching grammar, students lear only the format proportics of the bmguage (verb conjugation, tules of syntax, vocabulary lisls), but they cannot exchange information, express their ideas or feelings, or construct and control problem solving ‘Therefore, the ‘Task-Based Approach (113A) is a suitable approach to

Isc lwsk-b

iach English to Vietnam

way of CLT, Although the TBA is still new to teachers and students in Vietnam, it is a really effective way to improve students’ communicative abilities, However, the reality is

students loday bei (caching is an importanl

that there is 2 long-standing tradition in Vietnam for teachers to teach Pngtish using the GTM This method has been widely used in almost all Victnamesc schools, With an went need for English in communication, the suitable approach should be the TBA

This chapler presents the rationale, the hypotheses, he purpose of this study, the importance of the study, definition of terminology, the setting and background, and the design of the study

1.1 Rationale

Grammar caching has played an important role in Tanguage earning and acquisition, No-grammar teaching will lead to the product of clumsy and inappropriate

ba

foreign languages It is a fact that grammar teaching is essential for language teaching According 1o Woud (1995), "mobody oan doubl thal a good knowlerge of the granmnalioaÏ system is essential to master a foreign language and it is also one of the most important parts of communicative competence."; therefore, we can see that grammar is a framework without which language carmot be slruchured and a message camot be conveyed smoolbty and fluently, However, grammar teaching is still one of the most controversial and least understood aspects of foreign language teaching although it has been a central aspect of forciggn tangguage toachings

In Vietnam, the teaching of grammar is an area of controversy and debate In the grammar teaching classroom, some teachers pay excessive attention to the importance of teaching rules and grammatical structures, Howover, here ure nol many grammar tules that can be clearly formulated and easily taught or learned Some rules are easy to formulate and some are relatively difficult Others are too abstract to be descrihed and cannot be applied mechanically These rules are not always governed by the immediate, linguistic environment and thus are difficult to practice in simple contexts, So, the students gradually become uninterested in learning English ‘They negatively accept, process and store the grammar knowledge They are successful in mastering onily a sel of structure forms which are useless in improving their integrative communicative competence Some other teachers excessively pursue the commmnication finctions, emphasize the notional-function, and totally reject grammar instruction, As a result, sindeuls are successful bul grammatically

inaccurate communicators It is not surprising that a Vietnamese student cannot express

himself fluently and accurately after spending more than ten years in learning English

‘The reason | choose this topic is related to my personal profession Krom my observation and prafe

have realized that different teachers have different attitudes and approaches to grammar in the classroom Althongh the design of English textbook is task-based, many teachers of

ional experience as an upper scoondary schoot Icacher of Enghsh, T

English apply the traditional method to teach grammar Thore are teachers who view grammar teaching as unnecessary while the others who are obsessed by it 1 am always haunted by the question which method lo deat with grammar more effectively in the socơndbry school classroom For scverat yoars, T have pursued the answer to this question

It is my belief that the answer would be of great help to myself as well as to my colleagues,

1 plan to conduet an experimental study so as to check whether or not teaching grammar

1.2 Lypotheses

1.2.1, The Nuil Hypothesis (Ho)

There will not be significam difference between the efftctiveness of granmnar-

translation method of grammar teaching and the efféctiveness of grammar teaching through task-based approach

1.2.2, [he Alternative Elypothests (L11)

There will be significant difference between the effectiveness of grammar-

translation method of grammar teaching and the efféctiveness of grammar teaching through task-based approach,

1.3 Purpose of the Study

This experimental study is In check whelher or nol teaching grammar Urrough task- based approach is more effective and functional than gramamatranslation mcthod thal is still being used as the dominant method of grammar teaching in many Vietnamese high schools,

1.4, Importance of the Study

‘This study is important in that

+ Tt provides the opportunity for English language teachers to look back and evaluate the effectiveness of the methods and techniques they employ for grammar teaching, and to compare with the integrated approach of grammar teaching

+ Thscrves as a threshold on which othor rescarchers can conduct siudics in a sirnilar area with a greater magnitude tor reliable and comprehensive research finding

* It: may be used as an instance for the concerned bodies to deal with the prevailing problems in comection with Ihe method that leachers employ in the tgaching of grammar, and strive for a possible solution,

1.5, The setting and background

Chau Phong upper secondary school is localed in Phuc Yen Town, Vinh Phuc Province, English icarning is very popular for everybody here because there are some colleges and a university nearby Therefore, students in the town are motivated to tearm

English To be more exact, their purpose to learn English is to have opportunities in arder

to enter colleges or universities All teachers of English of Chau Phong upper s

condary schoo] graduated ftom The College of Foreign Languages, Vietnam National University (CFL-VXU) or Hanoi University They all have good qualifications Besides, they are very

enthusiastic in their teaching

English is taught as a curriculum subject It is compulsory and students have to pass the national examination hy the end of grade 12 Both the textbooks and syllabuses for English are prescribed by the Ministry of Feucalion and Training, and students have Cour 45-minute lessons of English a week Most students are at pre-intermediate level of English and some students are still at elementary level

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

grammar instruction is more preferred in the literature In this thesis, [ use both

interchangeably ‘Ihe approach means the theary abont nature of grammar and how grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

Chapter One, the introduction, provides an overview of the study with specific reference to the rationale, the purpose, the hypotheses, the importance of the study, the

selling and background of the study, aud the design of the study

Chapter Two is aimed at exploring the theoretical background for the thesis The chapter will focus on three main points: the role of grammar, grammar teaching as product

Chapter Four is devoted to a detailed description of data analysis and a thorough discussion of the findings of the study In this chapter, some explanations and interpretations of the findings are explored

grammar tasks that are relevant and applicable to the teaching of grammar for the upper secondary school students, ‘'he limitations of the study and same recommendations for further rescarch are also discussed in that chaptcr

‘The References are the last part of the study, following the Appendices

CHAPTER 2: LITERATURE REVIEW

2.1, The role of grammar in English language teaching

With the rise of communicative methodology in the late 1970s, the role of grammar instruction in language Jeaming was downplayed, and it was even suggested that teaching grammar was not only unhelpful bul it mighl actually be detrimental However, recent

research has demonstrated the need for formal instruction for learners to attain high levels

of accuracy This has led to resurgence of grammar teaching, and its role in language acquisition has becom the focus of much current investigation

Continuing in the tradition of more than 2000 years of debate regarding whether grammar should be a primary focus of language instruction, should be eliminated entirely,

or should be subordinated to meaning-focused use of the Izgsl language, the need for

grammar instruction is once again attracting the attention of language acquisition

researchers and teachars Betow will be a brief review of arguments against and in support

of grammar leaching bofars cxamining the approaches to grammar instruction:

2.1.1 Arguments against Grammar Teaching

Much grammar research over the past few decades has concentrated on determining whether grarrunar should be taughl at all This focus has been motivated in part by debates

(1981) distinction between conscious learning and unconscious acquisition of language it

was claimed thal langimge should be acquired through natural exposure, not learned through formal instruction, It was therefore believed that formal grammar lessons would develop only declarative knowledge of grammar structures, not the procedural ability to

usc forms correctly, and thal there was 110 interface bslwaon these two types of knowledge

xiat as different systems in the train (R Fllis, 2001, 20022)

sine they

2.1.2 Research Supporting Grammar Teaching

In recent years, some researchers hold new perspectives towards grammar

instruction, They have argued, [heorctieally amd empirically that "grammar leaching docs aid L2 acquisition” (Elis, 1992) As early as in 1988, Long thinks that formal grammar

approach can lead to the development of a broken, ungrammatical pidginized form of the

1ii & Polos (2004)

largel language beyond which students rarely progress" (1991)

summarized four reasons

(1) Some researchers, such as Schmidt (1990), proved that “noticing” is one of the

the process of learning some structures

(3) Due to the fact that communicative language teaching has not produced ideal outcomes in its practice, which lays emphasis on the meaningful communication whereas ignores the structural forms of language completely, Swain (1985) and his collcagucs concluded that the most effective way to improve the ability of using grammar accurately

is Lo use formal instruction afler they did the research on “immersion programme" Lo sore English learners, and found that though they had been exposed to considerable corpus, they still could not use some structural forms correctly

(4) During the lasl 20 years, considerable empirical classroom leaching research has demonstrated that classroom grammar instruction has great effect on second language acquisition, For example, Doughty (1991), in her empirical study of SL relativization, illustrated that "second language instruction does make a difference."

Thus, based ơn the up to date research, Fllis concludes thal though it docs not enable leamers to change the natural order of acquisition, grammar instruction has an effect in helping learners to make more rapid progress along it, and has lasting effect when

it is indoed cffective on learners (2002)

2.2 Grammar teaching as product or as process

According to Red Bastone (1994), grammar is mmulti-dimensional: grammar is a formal mechanism, a fimetional system trom signaling meanings, or a dynamic resource which both nsers and learners call on in diffrent ways at different times

‘The teaching of grammar has been the focus of language teachers and learners for

‘Teaching grammar as product can help to give leamers a clear and explicit framework abont the language, toaners notice and structure the language But leaching grammar may not help the learner to use the language

Process teaching emphasizes the use of language by the leamer it aims at developing the skilts and straltogics and constructing tasks for learners to usc 10

communicate more effectively in the real discourse process, The significance of process teaching is that it helps the leamer to proceduralize the language and realize the stage of automaticity of the language

2.2.1, The process of language learning

There are several stages in the leaning process: noticing and re-noticing,

structuring and automatizing In the first stage of noticing and structuring, learners notice

the form of the language and sort out the rules of how the language is structured through plenty of input, Then they may begin to sort out how grammatical forms relate their associated meanings through renoticing and restructuring Learners may begin to structure for themselves the complexities and iregularities of the language systems, Learners then can build up a good knowledge about grammar and get familiar with the ready-to-use knowledge called proceduralized knowledge, which encourages them to use the language Gradually the Janguag: will be accessed more or fess mulomatically and the language Jeamers will be able to deploy the language without any specific attention (this stage called automaticity), ‘his process can be roughly shown in the following diagram:

only knowing but also using grammar)

2.2.2, Teaching Grammar as Product

Traditionally, the language classroom was a place where learners rcccivcd

systematic instruction in the grammar, vocabulary and pronunciation of the language ‘The learners were provided wilh instruction in the grammar, vocabulary and prommciation of the language, and were provided with opportunities for practicing the new features of the language as these were introduced ‘leaching grammar as product, as its name implies, takes a product perspective on grammar, which means (hat the omphasis of toaching is om particular grammatical torms and their associated meanings In this approach, particular grammatical forms have been targeted by syllabus designers and grammar teaching is always focusing on these pre-sclected grammatical forms Grammar, therefore, meludes many forms of linguistic knowledge: the sound system (phonology), the system of meaning (semantics), and the vocabulary of words (lexicon) In addition, there are always connections between forms and meanings

When grammar is taught as product, the lamers are given a more abstract idea about the Janguage Produst teaching promotes two key stages in the learning process: noticing and restructuring Noticing is the conscious, reportable detection of elements of the input to which the learner is exposed It involves selective attention to linguistic information and potentially creates opportunities for the development of form/function relationship within the learner Learners have to act on what they have noticed and put it inlo their working hypothesis sboul how grammar is structured, Restructuring is the process of amending mental hypotheses about how language is structured (Bastone, 2002:76) Noticing and structuring, when they occur, are rapid and immediately available

to sustain improved performance in the language

2.2.3 Teaching Grammar as Process

Unlike product teaching, teaching grammar as process aims at helping leamers

employ grammar cffzctivcly in their own language usc; learners are given the opportunity

to be creative with the language and therefore to develop fluency or automaticity

In the real on-going process of discourse, leamers use the language under great pressure of nol anly the knowledge of the language sysicm (systomalic knowledge), bul also the knowledge of the world (schematic knowledge), Somehow, the learner has to

mentally organize language into a “user-friendly mode" (Bastonz, 1994), so that he/she can

manage this complex of skills amd roach a point where language can he deployed without the need for too much careful attention, engaging what is known as “automatic processing" Fluency and automaticity are two main focuses of language teaching and learning For Brumét (1984: 56), fluency is to be regarded as natural language wse, whether or not it results in native-spcaker-like language comprehension or production Automaticity is a stage in which learners can use the language effectively and with a focus

on meaning, Process teaching aims al helping teamers lo reach Ihe stage of automaticily by engaging them in language use, so that they may formulate their own ongoing resource (Bastone, 1994) Learners can proceduralize their knowledge, learning to deploy grammar,

while for the most parl, concentrating their attention on meaning

In process teaching, the most popular approach language teachers employed may be the task-based approach, Task here means a goal-oriented activity with a clear purpose

T asks should involve communicative language use m which the learners aitsnlicn is focused on nsaning talher than linguistic structure, Numan (1989:10) defines the

communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form", Nunan also suggests that tasks will contain some form of input data, which might be verbal or non-verbal, and an activily, which in some way, is derived from (he iupul The tasks will also have (implicitly

ot explicitly) a goal and rales for loachars and learners

A framework for analyzing communicative tasks

(Adopted from Nunan, 1989:11)

By using tasks in process teaching, learners are put in a meaning-focused context and are given a chance to clabovate (heir gramunar, so they may ackiove (he self-discovery

as discourse participants

There is certainly a gap between product teaching which is very teacher-centered and process teaching which is highly learner-cenlered In existing understandings of language learners in different cultures and contexts, Vietnamese learners are often typically viewed as less active, even "passive" and that most language teachers employ the more traditional approach -loaching gramunar as product We have to admit that it is not an casy task to adopt a process approach completely without reading with the cultural differences

‘The following are some factors that language teachers may need to consider when using

approaches lo loach grammar in Vietnam's context,

(1) The roles of teachers and learers

In process teaching, learners are required to adopt a range of roles which are relative uncommon to traditional instruction They are required to be adaptable, creative, inventive and most of all, independent Teachers only have partial eontrol to the leamers' activities, which means that learners have to take risks in the language use

(2) Large siza of the class

The number of students in one class in Vietnam is relatively large Thus, it is move challenging to develop individual ability of language use, and it is quite difficult for

sachcrs to ask students (o complete tasks in big groups in Timniled time and space

(3) Famited awareness of task-based approach

Up to now, teaching grammar as product is still the most popular approach in Vietnam, Process teaching is still at an experimental stage A large number of language teachers and learners do not have a clear idca of whal task-based approach is and how it is deployed in a language class The teachers still apply the traditional method in their

classrooms, Llowever, this method is not very effective in a language class ‘Therefore,

understanding task-based approach as well as proccss (caching is an csscntial stage to

improve the process of language teaching and learning

Product teaching has been integrated deeply in people's mind and in the real social discourse Al the same lime the significance of process teaching has been recognived in the field But language teaching is not just a matter of product teaching or process teaching Product teaching has its own place Without the basic knowledge of language system, process teaching would face greater difficulties and challenges Bul knowing the language does not mean using the Ianguage, So these two approaches can work together in the process of language teaching and learning,

Task-based approach may be # good choice for teaching grammar as process because it combines language the real-life conumunication and aims at helping learners to develop their spontaneous language use But not alll tasks work well in all contexts ‘They may need to be changed differently Cultural differences in classroom like the roles of teachors and learners, the size of the class and the concepts towards product and process teaching require task-based approach to be more flexible and more practical

Because the Isaching of grammar is mulli-dimensionat (Bastone, 1994), we shoutd look at language teaching fiom different perspectives and adopt a flexible teaching method

2.3 Grammar and Methods of

3.3 Characteristics of Grammar-Translation Method

As Brown (1994) commented, in the GTM, Tanguages are not being taught

primarily to learn oraV/aural communication but to lea for sake of being "scholarly"

Prator and Celce-Murcia (1979) listed the major characteristics of the GI'M as follows:

1- classes are taught in the mother tongue, with little active use of ths target language 2+ much vocsbulary is laught in the form of lists of isolated wards

3- long elaborate explanation of the intricacies of grammar are given

4- grammar provides the rules for putting words together, and instruction offen

focuses on the fornvand inflection of words

5- reading of difficult classival texts is begun early

6- little attention is paid to the content of texts, which are treated as exercises in

§ from the

7- olen the only drills arc oxorcises in translating discormectad santa

target language into the mother tongue

8 little or no attention is given to pronunciation

Exercises of a ck

iss using the grarmur-tramslation method are + Translation of'a literacy passage: Students translate a reading passage Írom the

target language into their native language

+ Reading comprehension questions: Students answer questions in the target language based on their understanding of the reading passage

+ Antonym/ Synonym: Students are given one set of words and are asked to find

antonyms in Ihe reading passage

+ Fill-in-the-blanks: Students are given a series of sentences with words missing,

+ Deductive application of rule: Grammar niles are presented with examples Once slurlerts understand a tule, they are asker lo apply it La some different examples The GTM has a long history, so its advantages and disadvantages have been demonstrated ding the teaching processes

2.3.1.2 Advantages of Grammar-Translation Method

The following are advantages of the GTM

First, the GTM is good for language learners to recognize some features of two languages, and some of the leamers study the target language very well by this method Thal’s beeause, the GTM cmphasizes the importance of vocabulary and gramnrar learning For example, the students generally show their interest in language structures and linguistic details when they are learning a language Therefore, in teaching English to students, appropriate grammar analysis is csscntial especially for beginners

Second, the GTM is good tor language learners to cultivate their abilities to study independently Because the focus of the GYM is on reading, the learner's reading abilities can be improved greatly

14

‘Third, due to the features of the GTM, teacher's Lnglish ability is not very high Grammer is langht wilh extensive cxplanations with the native language, and only much later, the production of sentences are through translation trom one language to the other, and it is good for students to understand the content of the text

Besides advantages, the GTM alsa has sore drawbacks

2.3.1.3 Drawbacks of Grammar-transiation method

Obviously, there are many drawbacks of the GIM Virtually no class time is allocated wo allow students to produce their own sentences, and even less time is spent om oral practice (whether productive or reproductivs), Students may have difficulties

"relating" to the language, because the classroom experience kesps them from demonstrating and developing their own potentials In addition, culture is communicated through means of reading passages, but there is little direct confiontation with foreign elements, ‘This method gives students the false idea of what language is and of the

relationship between languages Language is scon as a collection of words which are isolated and independent and there must be a corresponding word in the native tongue for each foreign word he learns What the biggest defeat of the GTM is that learners are not anthusiastic about studying target language, because learners feel dull when they just learn grammar It scems there is no necd for students to master the four skills of English (listening, speaking, reading and writing) The GIM is the easiest for a teacher to employ

It does not require a teacher to speak good Finglish

2.3.2 Task-based approach to grammar teaching

‘Yask-based approach is a dynamic and developing learning method It advocates learning language knowledge and traning skills in the process of completing lasks

rs but

Teachers ars no longor just instructors but also guides, nor arc Icarnors just recci

also principal agents Through this approach, learners will learn how to make full sense of their own communicative abilities to transfer from mother language to the target language

It provides an opportunity for then to team together and mobilizes their polzntiat abit

to use and handle the target language skilfully

Since the 1980s, task-based approach has attracted more and mors attention in the

forcign language tcaching ficld, It is a leamcrcenterced approach, which considers language as a communicative tool It is in accordance with the direction of English teaching reform in Vietnam, ‘Task-based approach aims at providing opportunities for

learners to learn language bath in speaking and writing through learning activities which are designed to engage learners in Ihe authentic, practicat and functional use of language for meaningful purpose

2.3.2.1, Definition of "Task" and types of tasks in language teaching and learning

Definition of "Task"

The meaning of "Task" has been given in various ways

Long (1985: $9) defines "task" as a piece of work undertaken for oneself or for

Willis, J (1996: 53) gives the meaning of "task" as goal-oriented activity in which

Âeamers usc language lo achieve a roal guloorne

Skchan (1989; 95) lisls characteristics of "tusk" as; 1) meaning is primary, 2) there

is some sort of relationship to comparable real-world activities; 3) task completion has some priority; 4) the assessment of tasks is in terms of outcome

Many definitions can be summarized fiom the above review “Tasks" arc a setics of corelative and purposefill activities in which learners perform when learning a language, absorbing information, solving problems, and achieving goals with the target language as they do in the real world, "Task" is an essential part of the whole course that leads to influence in speaking the target language It is also the process in which learners solve simulative or real-world problems with the target language It can help learners acquire language knowledge and develop their comprchensive abilities in solving problems,

Types of tasks

There arc numerous types of tasks, However, they arc, in general, arc characterized

as two main typologies: pedagogical tasks and target tasks Pedagogical tasks include any

of a series of techniques designed ultimately to teach students to perform the target task Targel lasks arc rich more specific and more explicit rclatad to classroom instruction Fn nature, tasks are categorized as one-way/two-way tasks, planned/mplanned tasks, close/open tasks, and convergent/divergent tasks For development of the practical work in this study, the definitions of these tasks suggested by Long (1989) should be taken inlo consideration:

process of interviewing a number of people on their daily lite

* Two-way tasks are the ones in which each member of a group has exclusive access lo inforrnalion about the final resull of a problem-solving activily, An example could involve giving one person a varsion of a pictuze, giving another version of the same picture to their partner, and asking them to identify the differonces botwoon the two pielures

+ Planned tasks axe the ones that are prepared and planned in advance to access their effects on written or oral work For example: planning the words, phrases and

ideas belors carrying out an interviaw

+ Unplarmed tasks: the ones that are not prepared and planned in advance before accessing their effects on written or oral work Kor example: students are asked to have informal face-to-face conversations

> Convergent tasks include problem-solving through social interaction, decision making, arrangement making and information organizing through conversation or correspondence

* Divergent tasks include topic discussions through the exchange of information, ideas, opimons, attitudes, feelings, experiences and plans

2.3.2.2, Definitions and features of task-based teaching approach

Task-based teaching approach, which was put forward in the 1980s, derives its idea from the process syllabus it can be regarded as one particular approach to implement the broader "communicative approach’ it is a teaching method that puts tasks at the center of the methodological focus Tt considers the learning process as a scl of counnunicative tasks that are directly linked to the cwricular goals The aim of task-based learning is to make

language classroom approximate to the target language environment, develop students

ability 10 communicate, and communication takes place hrough using the grammatical

system

‘Nunan (1999) defines task-based language teaching as follows, “Task-hased language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks", Tasks provide the basis for an entire language curriculum, ‘ask-based language teaching provides learners with opportunities lo experiment with and oxplore both spoken and writen

as follows:

(1) An einphasis on learning 10 communicative through interaction in the target language,

(2) The introduction of authentic texts into the learning situation:

(3) The provision of opportunities for learners lo fouus, nol only on language, but also on the learning process itself,

(4) An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning;

(3) An attempt to link classroom language leaning with language activation outside the classroom

2.3.2.3, The implementation of task-based approach

Brown (1994) reared to task-based approach ws a scries of tasks which dixcetly serve and connect with teaching purpose transcending merely practicing language for language It is the core of task-based approach to complete a teal and meaningfill task through the common sErt of both teachers and Icamecrs (Willis, 1996) Therefore, learners learn the language skills naturally rather than take language as fragments and practice some language components mechanically The common essence of TBA and communicative approach is that they both give top piotity to fostering learners!

communicative ability in the target language

‘Traditional foreign language teaching approaches in Vietnam place too much emphasis on instruction and pay (oo much aticntion io oxptaining language forms All the practices focus on grammar teaching, and seldom give consideration to authenticity and commumeative function of language While in task-based approach, an independent teaching unit consists of only one task; all the classroom activities cculer on the task and serve the task,

As a teaching approach, it is not persuasive when it only stops at the theoretical level; the key issue is the way tcachers put it into practice So fir, the rescarch of practicing task-based approach has been best represented by Skehan (1998) and Willis (1996) who both agreed on the key issue and fully suggest the idea of using task-based approach in

Table 1: Willis's model for task-based instruction (Willis, 1996:52)

E- Pre- task; Topics and tasks are introduced in the pre-task stage, Teachers introduce tasks to learners They present necessary knowledge explain the requirements and procedures of the task in detail and help Icarners familiarize with the topic, vocabulary and expressions In this stage, teachers should take the individual differences among learners

ilo account

2 Task cycle, Task cycle can be divided into three parts: task, planning, and report

# Task In this part, learners are given plenty of chances to express their ideas in the

and correcting their errors so that the leamers feel saie to express themselves freely,

‘Teachers should help learners gain confidence in language learning imphasis lays

ơn commnication nol accuracy of language

iti Planning This part is preparation tor report, Each group is getting ready to show classmates thsir process and achievements of the task Since learners have to report publicly, cmphasis of languag: naturally transfers ftom fluency to accuracy In this part, teachers should give suggestions and correct grammar,

iii) Report Several leamers report to the class while other learners should listen carefully and compare those reporls, Tn this way, all the learners arz involved Besides, teachers should be commentators to assess the implementation of tasks 3- Language focus Leaming by doing motivates leamers to fulfill their potential Learners

il Ive Lo

master the language by using il communicatively in the classroom, and they

Jearn grammar and memorize vocabulary, Teachers lead learners’ attention to language forms Some exercises are necessary to consolidate the learnt knowledge and improve their sonsilivily lo language form, ILis divided into two parts

ij Analysis, The purpose in this pat is to help learners explore the usage of language, become aware of syntax, phrase arrangements and vocabulary etc., and help them to systemnize the language feskues they observed in learning process, sơ

as to discover new language knowledge

it} Practice It is necessary for leamers to do some exercises under the guide of teachers, This part makes the whole teaching procedure be accepted by learners

more casily It also functions as a conclusion of the wholc tcaching procedure

3.3.2.4 Integration of the task-based teaching approach into grammar leaching

* Teaching activities

At present, most teachers adopt the traditional teaching method in the grammar class ‘They spend a lot of time explaining the grammar points, analyzing long and boring

and the process of presentation, practice and production is deadly dull, full of drills and

drudgery It is 50 boring that it cannot arouse students’ interest, so it is not an effective way

md expounding less useful bul difficull words This method focus:

to teaching grammar

Task-based lunguage teaching approach can be viewed as within the famework of communicative teaching and the study of task-based language teaching stems largely fiom

communicative language teaching (Nunan, 198) It puts tasks at the center of the

mncthodological focus Il cunsiders the Ìcaming process as a scl of couummivative lasks that are directly linked to the curricular goals It emphasizes the development of students’ communicative ability and communication takes place through using the grammatical system of the language It combines the tcaching of language forms with teaching of longuage skills Therefore, it has significance or is etfective in grammar teaching

In order to confirm whether the task-based teaching approach is useful in grammar teaching, T will makc an cxperiment based on Willis’ model of task-bascd teaching

approach- the pre-task phase, the task cycle and the post-task phase In the following part, subjunctive mood will be taken as an example to iustrate the design of the classroom activities

D Pre- task

The teacher asks slusdents to talk about what they would do if they had a tot of

money At first, the teacher gives students some examples on the blackboard, such as:

eg If hada lot of mongy, | would buy my parents a beautiful hose

TET had a tot of money, T would travel wilh my parsnts around the world

if) Task- cycle

‘Then the teacher asks students to talk about the topic freely ‘The students work in

pairs to talk their own wisles or plans using the structure presented on the blackboard

They can talk about any wish with their imagination In this process, the teacher walks

around the classroom as the language resource or monitor ta give students help or suggestions and offers them encouragement

After discussion, the teacher asks students to prepare a short written report to tell

the whole class what their wishes are ‘hen some of the students are invited to the blackboard to write down their wishes,

iit) Post- task

Check the sentences written on the blackboard to make sure that students

understand the meaning Mustrats the Tules of the subjunctive mood by applying the

examples to make students identify the features of subjunctive mood

After that the teacher asks students to do some exercises which relate to the

grammar point of subjunctive mood In addition, before the end of the class, the teacher gives sludents an assignment, asking (hon (o make a survey about their family members?

wishes and report to the whole class next tume

* The advantages of the teaching activities

Compared with the traditional grammar classroom, the teaching activitics designed

according to the theory of task-based approach could arouse students! interest in the group work During the whole process, students fell excited As aresull, they could remember the grammar more clearly and casily, and grammar was no longer difficult and boring Group work made the tasks more interesting and much easier The application of tasks enabled students to create more ideas and they could express their opinions fieely on the topics Moreover, if provided thern with opporlunities and Ianguage cnviromnent fo spoak English

solve the problems in real life

2.3.2.5, Advantages of task-based approach

According to Bowen (2000), the main advantages of the TBA arc that language is used for genuine purpose, meaning that communication should take place and that when preparing Ihe report for the clas

sluderis should consider language form in general (han concentration on a single form (as in the GTM) The aim is to integrate all four skills and

to move fiom fluency to accuracy plus fluency

In comparison with lraditionsl tsaching methods, task-based approach can give learners better initiative and make them more active in class, In traditional English teaching process, the contents and outcomes of teaching are completely controlled by icachers, There is no real Ianguage cnvirommnent and meaningfad communication Leamers can just passively learn some isolatcd grammar rules or expressions and cannot use the target language to communicate and express their feelings and thoughts freely, On the contrary, in the TBA, teachers design some familiar activities in everyday life to create real

or relatively real language cnvironment to stimulate Icamezs' interests and teach them how

to commumiate in certain situations The 1BA is an effective approach, the tasks of which

can improve the structure of classroom leaching, urge lsamers lo learn and ta use English

in activities and help Iearners get together to cooperate and experience the success and joy

in English leaming Its advantages are as follows

* ‘Task-based approach shortens the distance between teaching contents and cveryday life The ulfinmic goat of language leaching is to make learners fulfill the communicative purposes in the target language in everyday life Traditional English teaching seldom involves itself in daily practice in the real society ‘hus leamers are trained to be “dumb” English Icarners, who have been learning English for years bul cas1ol communicate in everyday life, The TBA is exactly designed for this ultimate goal It emphasizes the combination of language learning in class and activities out of class so as

to improve Isamners' communicative abilities in the targct language

* Task-based approach also pays considerable attention to the leaming process In the process of communicating in English to complete leaning tasks, leamners focus on their inlcraction and cooperation, tn order lo complete lasks, they arc inspired Lo apply and share

their existing experience together Meanwhile, it transfers the teacher-centered teaching

mods to a mode which cmphasi

s the input of language skills and productions of language learning

2.3.2.6, Possible constraints of task-based approach

Implementing the task-Lascd approach in Vielnam's RPT classrooms may encounter some constraints The crucial ones arc: (1) greater burden on the teachers and their expertise; (2) students’ expectation of learning: (3) students’ leaming habits and learning slyles; and (4) (he assessment system, Implementing the task-haseit approach i EFL classrooms inevitably ereates more work and challenges for the teachers, To implement the approach successfully, the teachers need to understand the rationale behind the approach thoroughly Their work will bo more demanding than in the traditional approach since they need expertise in “selecting and sequencing tasks, setting up optimum conditions for learning, recognizing quality learning opportunities and judging when and how lo julervane amd when to move learners lo the next phase" (Willis, 1996), They also have to prepare lo respond appropriately to learner's divergent language needs, Nol being native speakers of the target Janguage means that they have to prepare more than their native English speaking counterparts do In addition, they have to change their beliefs about language Icaming and their roles They have to unlcarn their bclicf that all students should learn the same grammar ot language features, and use them in their productions at the end of gach lesson, They have to lessen their contrat over students and "stand back, have faith and let leamers get on with their own learning" (Willis, 1996; 61) Though the burden and challenges seem overwhelming, it will be rewarding as the teachers will find

their teaching more interesting and satisfying

Students, like teachers, come to class willl some cxpectalions about language learning Since EFL students are not used to being active in English classes, and lack experiences using the target language for real commmmication, the task-based approach that

encourages Ihert te be active, lo lhink by themsclyes how to communi

experiment and take risks may depress them, It is suggested that to overcome this constraint the teachers need to provide a clear explanation to make the students understand the principles behind the task-bascd approach, the parposc of cach activity in the teaching and leaming process, and how the approach will benefit them, "Once learners are used to a task- based approach and become aware of the learning opportunities if offrs, they develop both as learners and language uscrs, achieving grosler fluoney and confidence” (Willis, 1996: 60) Both the

Ordinarily, a test consists of two parts, reading and writing that have no relationship to zach other, The speaking and lislening are rarely evatuated dus io inpracticability The task-based approach will require a performance test and alll the four language skills will be evaluated It will take time to change the assessment to accommodate task-based teaching

approach:

2.4, Conclusion

Many instructional methods are available in second language teaching and each of thom has its own strengths and weaknesses, In Victnam, teachers have been using receptive methods These methods are teacher-centered, and stress on language grammar and vocabulary, as main objectives of learning a timguage should not be that of just learning the rates and vocabulary The task-based approach, which is not widely used in all levels of English teaching in Vietnam, especially in junior and senior high schools, overcomes the above-mentioned weakness Although the BA is still new to current

forcign language teaching in Vietnam, lcachors 1:

as the baseline theory for the implementation ofa task-based approach: in this project

CHAPTER 3: RESEARCH METHODOLOGY

This chapter proscnts the rescarch methodology which is choscn for the achievement of the aims and objectives of the study and the data collection procedures

3.1.1 Subjects

‘The participants in this research were sixty 11" students They included 25 girks

and 35 boys at the age of 16 They wore randomly sclsoted Eom 160 studonts studying at Chau Phong Upper Secondary School, 30 students of group A formed the study group and the remaining 30 students of the other selected section formed the controt group ‘These lwo groups arc laught by Vietnamese icachers of English

Sample students! age level and their first language were also taken as the olher criteria of the sample selection, As a result, it was checked that selected sample subjects were at the age of 16 Their first language is Vietnamese

3.1.2 Varlables and constants

The variables of the study were the two grammar teaching approaches employed to teach both the study and control group Thase are the TBA and the GTM

The constants, which were the intcrscetion arca of the two groups, were students! age level, their first language, instruction time, teachers’ qualification and students’ previous (before the treatment) knowledge of the targel language (pretest result)

3.2, Research instruments

In order to equate the control and the experimental groups, a teacher conducted pre-

test (Appendix-II) was administered before the allocation of sludents lo the experimental and the control groups Immediately after the treatment was over, a teacher conducted

During the experiment two different treatment pattems were applied The control

group (11C) was provided with traditional routine situation in the classroom while the experimental group (11.4) was provided with task-based approach as treatment, The

experiment continued for 5 weeks Soom afler the treatment was over, post-test was

administered to measure the achievement of the sample subjects Pre-test scores of the sample served as data to equalize the control and the experimental group, while post-test was administered to measure achievement level of the students as result of treatment

3.4, Achievement tests

‘The achievement tests (pre-test and post-test) having different purpose and content

were designed and conducied for the study and the control groups before and afler the

experimental teaching

3.4.1 Pre-test

‘The purpose af the pre-test was lo see whether there was stalistically significant ditference between the language performance of the study group and the control group

before they went into the training ‘To this end, an attempt was made to cover most of the

grammar items included in grade 11" students textbook Alf (he (ast iloms wore taken from what students had leamt during the academic year The test items were objective to make the marking fee trom the question of subjectivity The question types were: -rmultiple choice, matching, and dialogue completion

3.4.2 Post-test

The post-test was conducted after the 5 weeks (20 periods) consecutive training to measure the sampie subjects’ language performance (attainment) following the training,

Accordingly, the post-test was constructed on the basis of principles of communicative

The post-test contained four test types Fach lype bas its own objective Below are some points about the test types and objectives

a Comprehension questions: Yo test students' comprehending ability using the knowledge of grammar they have leamt Comprehension questions were set through a reading text

b, Multiple choice questions: To measure students’ knowledge of grammar they have learnt during the training Multiple choice questions focnsing on correct and

meaningful structure were set

© Completion questions: Yo measure students’ ability of understanding a reading

lext, cormpletion test lype was constructed, which requires students to complete

inserting the comect form of the provided words,

Ä Sentence construction In order to see students’ ability of constructing grammatical and meaningful sentence using the list of given words and phrases,

sentence construction test lype was sel

3.4.3 Other dala source

‘The study group teacher was asked to keep record of his classroom observation on

the sludens' activities during the experimental (caching

3.5, Liypotheses testing instrument

Test was amploysd lo chock whether there oxisls any significant difference between the mean scores of the study and the control groups with respect to their post-test results, ‘'he fall preview of the '[-test results is displayed and discussed in Chapter Your

Furthermore, the analysis was supported by duseripli