Luận văn an action research on the use of language games in teaching grammar to first year students of non major english at university in vietnam

TNAM NATIONAL UNIVERSITY-IIANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HOANG TRUNG DUC AN ACTION RESEARCH ON ‘THE USE OF LANGUAGE GAMES I

TNAM NATIONAL UNIVERSITY-IIANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

HOANG TRUNG DUC

AN ACTION RESEARCH ON ‘THE USE OF LANGUAGE GAMES

IN TEACIIING GRAMMAR TO FIRST-YEAR STUDENTS OF

NON-MAJOR ENGLISH AT UNIVERSITY IN VIETNAM

(Nghiên cứu hành động đối với việc sử dụng trò chơi ngôn ngữ trong giảng dạy

ngữ pháp cho sinh viên không chuyên Tiếng Anh năm thứ nhất tại trường

đại học ở Việt Nam)

M.A MINOR THESIS

Field: English Teaching Methudology

Codc: 814(2351.111

TIANOI-2020

TNAM NATIONAL UNIVERSITY-IIANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

HOANG TRUNG DUC

AN ACTION RESEARCH ON TIE USE OF LANGUAGE GAMES

IN TEACHING GRAMMAR TO FIRST-YEAR STUDENTS OF NON-MAJOR ENGLISH AT UNIVERSITY LN VIETNAM

(Nghiên cứu hành động đối với việc sử dụng trò chơi ngôn ngữ trong giảng dạy

ngữ pháp cho sinh viên không chuyên Tiéng Anh năm thứ nhất lại tường

đại học ở Liệt Nam}

M.A MINOR THESIS

Field : English Teaching Methodology Code : 8140231.01

Supervisor : Prof HOANG VAN VAN

TIANOT-2020

1.2 The aims of the sfudy -.- 2

1.5 The sienifieanee of the study ¬ 3

2.1.1, Definitlons of gramimar — 4

2.1.2 The Emporlance oÍ gramamar in teaching and leaming 5

2.1.2.1, Grammar has the role of an enabling skill 5

2.1.2.2 Grammar has the role of meaning eorIvevanee ¬-

2.1.2.2 Grammar has the role of an instrument of sentence making g

2.2 Genneral overview Of Ìaiipuage gai188 co see 2.2.1, Definitions of language games HH HH 1e 9

2.2.2 Types of language games in teaching English grammar 10

2.2.3, ‘The advantages of application of language games in teaching 13

2.2.4, Lffective ways to make games work in a language class 16

CHAPTER 3: METHODOLOGY — 25

3.2.1, Definitions of action roscarch — 26

3.2.2 The precedures of action research oto 27

3.2.3 The instruments for collecting datA 22 2 222tr 138

3.2.3.1 The questionntaires Öò36

CHAPTHR 4 EINDINGS AND DISCUSBSION co Ö°40)

41.1 The students’ motivation of learmng English grammar 40

4.1.1.1 The students’ enjoyment of leaming lnglish grammar 40 4.1.1.2 The students’ effort of learning English grammar 41

4.1.1.3 The mludenls" capabiHty of loanning English prarmnar 42

4.1.2 ‘The role of classroom atmosphere of leaning English grammar 43

41.2.1 The peer support of leamaing English grammar 43 41.2.2 The leclurers’ support of learning English grammar 44

4.1.2.4, The classroom cohesion of learning English grammar 45

4.1.3 The imporlance 0Ï pranunar and graramar instruction 46

4.1.3.1, The mportance of learning English grammar

4.1.3.2 The students’ difficulties in learning Linglish grammar, 4B 4.1.3.3 The students’ methods of leaming English grammar 49 4.2 The resulfs of interviews "¬ „50 4.2.1 The stadents' motivaHion throueh languase games „50 4.2.2 The classroom atmosphere through language games SI 4.3.3 The stadents' suagestion through language games 52 CIIAPTER § CONCLUSION 53 5.1 Summary and conclusion 53 5.2 Limitations of the study: sesesntnee "¬ „55

53 Suggestions for further study 55

APPENDICEä coicceecree

APPLNDIX 1: BAMPLBB OF GAMHS wee

APPENDIX 2: PRE-TREATMENT QUESTIONNAIRE,

APPENDIX 3: POST-TREATMENT QUESTIONNAIRE APPENDIX 4: GAMES USED IN TIIE STUDY.

Hanoi, August - 2020

Sipnature

HOÀNG TRUNG ĐỨC

ACKNOWLEDGEMENTS

First of all, I would like to express my deep gratitude to Professor, Dr Hoang

Van Van for his invaluable advice, instructions and correction, excellent suggestions and constant encouragement while conducting this research so that I could complete

my thesis effectively

Secondly, | would like to express my sincere thanks to the lecturers of the University of Languages and Intemational Studies, Vietnam National University for

for their valuable lessons and precious support Thanks to their lessons as well as

needed support, | could overcome enormous obstacles of research implementation Besides, I would like to give my heartfelt thanks to my colleagues and my students

al Academy of Finance — Ministry ol Finance who have participated in this rescarch

and many others who supported me during iny study

Last but not least, ] would like to canvey my deepest gratitude to my parents

and relatives for the constant support and thorough understanding Their great

encouragement and love have helped me to overcome the difficulties during my

study

Without these support, assistauces and cncouragements, this thesis would not have been completed.

ABSTRACT

‘The research on the application of language games in teaching Linglish

grammar lo first-year students of non-major English at Academy al Finance, Hanoi,

Vietnam (AOE) aims to evaluate the effectiveness of language games in teaching English grammar Grammar is an essential part of Inglish proficiency English grammar has a significant influence on the foundation of other skills Nevertheless, the grammar teaching at AOF revealed several issues that induced the disappointment of the leamers Learners find grammar lessons a be frustrating and

do not want to study TL seems to have a negalive impacl on the outcome of learning

and teaching as well If there are no changes to the teaching approach, the quality of learning English grammar will be drastically reduce And this would weaken the

reputation of educational mstitulion in term of language teaching and learning

‘Through the exchange with some speacilists in Linguistics and language

methodology the language games will be considered ta raise the result of language

teaching and learning By raising the motivation of earning process, the eflecliveness

of learning will be increased, In order to evaluate if language games could increase

the effectiveness of grammar learning for first-year stulents of non-major English at

AOF, the topic chosen is: “da action research on the use of language games in

teaching grammar to first-year students of non-major English at university in

Vietnam”

‘The fincings from this study indicated that language games increased the effectiveness of students’ learning English grammar Through the enhancement of

motivation, the language games raised students’ interest and attitude towards

learning Additionally, language games raised students’ cooperation in classroom having good influence on classroom atmosphere These positive results offer

suggestions for the application of language games in teaching English grammar for

first-year students of non-major English at AOF These results bring much more opportunities for the analysis of the increase in the teaching erammar for students at

universities in Vielnarn,

LIST OF ABBREVIATIONS

CLT Communicalive Language Teaching

VLIS mversity of Languages and Intemational Studies

AOF Academy of Finance, Hanoi, Vietnam

1LLIST OE TABLIS, GRAPHS

2 |Table2 | ‘The action plan in this thesis

3 |Table3 | The sample lesson plan of teaching grammar with the use

of language games

4 Table 4 | The questions in interview sation

LIST OF GRAPHS

1 Graphl | The students’ enjoyment of learning english grammar

2 Gmph 2 | The studonis’ effort of learning anglish grammar

Graph 3_| The studonls’ capability of learning english grammar

4 |Graph4_| The peer support of learning english grammar

5 Graph §_| The levturers’ support of learning english grammar

6 |Graph6 | The classroom cohesion of learning english grammar

7 | Gmph7_ | The mporlance of lexrming english grarmur

8 |Graph® | The students’ difficulties im learning english grammar

CHAPTER 1: INTRODUCTION

1.1 Background to the study

Apparently, English grammar is an important composition of English proficiency ‘Ihe effective Linglish grammar learning will result in the increase of other skills’ development Apparenily, the effeclive teaching of English grammar will be the important factor contributing to the leamers’ success However, Hnglish grammar is also

quite a difficult field for both English learners and English lecturers Therefore, if there are no effective leaming and teaching methods of grammar it will bring failure for bath

of leamers and lecturers ‘his is the reason why the thesis focus on the methods of

teaching English grammar at a university in Vietnam

Recause T have been working and studying al Academy of Finance, Hanoi,

Vietnam (AON) for a long time, 1 fully understand this environment Moreover, because I have more opportunities to work with first-year students of non-majar English, T decided to choose the study with first-year students of non-major Fglish aL AOE ‘through the exchange of experience with lecturers of the Department of

Foreign Languages and my own background, I realized that the teaching of English

grammar al AOF was still very inadsquale The methods for teaching Fnghsh grammar at AOF presents a lot of insufficiencies: a lot of sentence patterns which

studenls have to memorize cause the depression in learniys; the lack of cooperation

in classroom between lecturers and students results m the lack of evaluation and

feedback of teaching lesson for the improvement, the lack of cooperation between

students and students results in the decrease in the effectiveness of the whole class

These issues cause depression for students when learning foreign languages Students from faculties of non-major English such as Public Finance, Coporate Finance

aslmost dislike studying English grammar because of the extra complication

In fact, when we are stressed or depressed, we have tendency of finding a way tohave fim And one way for the reduction of stress is playing games Games contain

the completition resulting in the crealion of motivation Through raising the

motivation, the stress will be reduced significantly And this method will be applicd

in teaching language with the language game application, Language games refer to a

number of activilics with a set of rules and regulation for the purpose of gaining

specific objectives in particular section Through the application of language games

in teaching Dnglish grammar, the students’ interest in learning was increased

significantly and resulted in the development in the attention of leaming Therefore,

the effectiveness of learmmg English grammar through language games nught be raised sharply Furthermore, the practice of preparation for attentive lesson plan will

play significantly role tn the success of the students’ learning

Ina nutshell, grammar is quite a difficult category for both Linglish lecturers and Jeamers To make grammar study simpler, one of the ways is to use language

gamos To verily whether learning grammar by language games is elective or nol,

the author chooses the following topic: “An action research on the use of language

games in teaching grammar to first-year students of non-major English at

university in Vietnam”

1.2 The aims of the study

The main aim of the study is to study whether the application of language

games will raise the effectivencss of leammmg English grammar for first-year students

of non-maior Linghsh at AW In order to gain that aim, some of specific aims will be implemented:

- The thesis will study the literature review of grammar and language games and find out the general definition of grammar and languages for the analysis

Furthermore, from the research related to grammar and language games, the thesis

will point out the reason for the choice of this study in first-year students of non- major English at AOF

1.3 The scope of the study

‘The study will focus on the first-year students of non-major Linglish at AOI" The parliơipanls are 30 (irsl-year students from Department of Public Finance — AOF (Code CQ56.18.01) All of these students are non-major Knglish students

1.4 Research question

For the reaching the aim of study, the the following question is addressed: De

language games help increase the effectiveness of learning English yranunar for

(first-year students of non-major English at Academy of Finance, Hanoi, Vietnam?

1.5 The significance af the study

- ‘This thesis studied theoretical framework of Jinglish grammar and language games in teaching languages Through the reference of many scientific works on languages, thesis indicated the gencral understandings of grammar, language games

- This thesis studied many of scientific works related to the relation between

language games and grammar teaching and leaming, From the research those works,

the thesis pointed out the existence of those scientific works and would be compleled

in this thesis

~ The findings of the thesis confirmed the importance with the application of

language games in teaching grammar for first-year students of non-major English at

AOL ‘The results suggested lecturers should apply language games with variety of types for the increase in the effectiveness

- The thesis will be a useful document for students, and researchers in the field

of teaching methods at language universities in Vietnam.

CHAPTER 2: LITERATURE REVIEW

2.1 General overview of English grammar

211 Definitions af grammar

Grammar is a term that has many different interpretations, Some of the ways

of understanding are listed below:

According to Macquarie Dictionay: “Grammar refers to the features of a language (sounds, words, formation and arrangement of words, etc.) considered

systematically as a whole, expecially with reference to their mutual contrasts and

relations” (Macquarie, 1997}

According to Longman Dictionary: “Grannnar refers to the rules by which

words change their forms and are combined into sentences” (Longran Diclionary of

Contemporary, 2003)

Those definition mentioned that the term grammar related to the association

with verb paradigms and rules of linguistics and written language rogulaled by a set of

sentence structures ‘Ihe definition of Macquarie Dictionary and Longman Dictionary

indicated the commection between grammar wilh rules and regulation As such, leamers have to master a lot of niles to lea grammar well In addition, if the

grammar involves a set of rules, this reflects that these rules are fixed That is, there

is no flexibility in the grammar structure

According to Ur “Grammar refers fo a way a language manipulates and combining words (or bits of words) in order to form longer units of meaning” (Us,

structures not only have (morphasyntactic) form, ihey are also used to express

meaning (semantics) in conlexlappropriale use {pragmatics).” (Larsen-Freeman,

20031

According to the view of Larsen-Preeman, grammar has a range of flexible

frames with mterchangeable componerils Chal can be organized and manipulated im

different ways By manipulating linguistic components within a grammatical frame, speakers should be able to produce a wide variety of constructions to express

themselves in what would be considered an acceptable language form This

orientation implies that there is not, in fact, only one correct form of the grammar of

a language but rather a range of options useful for different purposes and appropriate

in different situations

ram my point of view, “Grammar refers to the collection of formal requirements regulating the composition of natural languages of clauses, sentences

and connection with the semuntics and pragmatics”

2.1.2, The importance of grammar in teaching and learning

21.2.1 Grammar has the role of an enabling skill

One of the primary and uppermost (rails grammar has is thal it enables the

user to process and produce correct sentences, be they spoken or written The skill

in question is an indispensible factor for the user to function properly in each of

these arcas (spcaking, writing, listening, aud readiig), A decent mastery of

grammar can make it easier for the person to communicate and articulate his thoughts coherently However, when the person’s mastery of grammar is nat sufficient, communication is more likely to be disrupted and misconceived, What follows is an attempt to demonstrate the role grammar plays in each of these areas

We know that the strength of a tree lies in its roots Similarly the strength of any

spoken language lies in its grammar ‘That it to say, grammar serves the base and foundation of all spoken languages [Iuman interaction and communication are

based on mutual understanding This requires the person to have a decent level of

grammar to be able to convey the message the same way he/her has in mind.

Speaking is an everyday activity and one can’t do without it Therefore, a good command of grammar is vital for effective communication More to the point,

the way one expresses himsell during communication gives off hinls as to one’s

knowledge and education Whether we like it or not, we are judged by the way we speak A comect use of grammar on all occasions will make people perceive you

as a well educated persan By contrast, if one’s usage of grammar is weak, then the

impression formed by others will be a very poor one and they might take you to be poorly educated

The second skill in which grammar monopotizes a great role in is writirys

Grammar governs the mechanisms of writing and ensures that it can be easily understood by all A person may have splendid ideas and distinctive perspectives

which woukl make great changes in the world Nevertheless, if this person lacks

the aptitude to fluently and accurately express these ideas, they wouldn’t matter at

all and would not even entice others’ attention Had the greatest writers in history

like Diekens or the Indian spirttuat ieader Gandhi been ternble users of grammar,

their ideas would not have reached the world and would not have lived decades

aller their demise To exemplify the status grammar has in writing, syniax governs

word order ina sentence Imagine reading an English sentenee in which words are

arbitrary placed It would clearly be impossible to understand, Punctuation also helps the reader to pause or switch to a new thought, So often we find errors of punctuation and syntax that change the meaning of the sentence; we then need to

go back and re-read, perhaps several times, in order to find out what the writer

actually meant, a waste of time and effort

The function of grammar does not extend only to the written and spoken forms; it rather exceeds that to be also an underlying component in listening and

reading The role of grammar pertains Hol only to one’s production bul also to one’s

understanding and perception When the student already knows grammar, it makes

it considerably easier for him/her to process what they hear and not dwell on it because Uhey are nol sure whal iL really moans A lecturer, for instance, asks a

student to bring him/her the books on the desk, only to have the student bring one book because he/her didn’t hear the S sound or didn’t understand it In this case, a

belter grip over grammar would have improved the studcnt’s listening This applies

to reading as well

21.22 Grammar has the role of meaning conveyance

Among the multiple functions grammar has, its ability to convey and clarify

meaning is the most impoxtant, A language is futile and doomed to perish if it’s ineligible of constructing meaning Communication constitutes a central part of

human aclivilies, and meaning is a pre-requisite factor for the fonner to occur,

‘There are many ways in which grammar determines the meaning of the sentence Each grammatical mule serves a particular purpose Conjugation to express an action

in 4 corlain time, modals to express obligation, probability and cerlainly, oven the

intonation while speaking says a lot about what the person wants to say In addition

to this, correct grammar enables us to articulate the same thought in so many ways

and in so many different structures Ouce the person learns how lo efficiently

employ these rules, he/she becomes able to use the language to convey any thought

he desires

‘One way in which grammar brings about meaning is the way it brings the words

together Words grouped together randomly have little meaning on their own lor instance, if father would like to know where his son is and the mother answers” with friends cinema go” In this instance, the father is highly unlikely to get the message and even if he somehow managed to infer the meaning of the sentence, the latter is still

ambiguous and open to different interpretations Unless they occur accidentally, like in

“go study”, Words may have lexical meaning at the word level, but they convey no prammatical meaning asa group [lowever when a special order is given to these words,

grammatical meaning is crealed because of the relalionships they have to one another

The subject verb agrcement, or to take another cxample the difference between the past, present and future forms of verbs The meaning of a sentence is determined partly by the meaning of the words of which il is composed and partly by ils grammatical

meaning

Punctuation is also another way in which grammar contributes to meaning

When having a face-to-face conversalion, we usc inlonalion, voice patlerns and

body language to express exclamations or questions However, when reading, we don’t have these useful tools so we rely on the punctuation to help us figure out

what the writer means Punctuation has also the capacity to change the meaning of

a sentence, Making mistakes at the level of punctuation leads to ambiguity ‘This sentence for stance: “A woman without her man is nothing’ This sentence could

be puncluated to have ar utlerly differen meaning A woman: withoul ber, man is

nothing While in the first sentence, women are worth nothing without men, the second is the total apposite Pumetuation is a powerful tool It helps maintain

consistency and ease understanding Bemg punctuation a sub- branch of grammar,

this shows the importance and influence granunar has over meaning in particular

and language at large

To delve into more details regarding the role of grammar in conveying

meaning, we must have a look at the linguistic branch that is concemed with

meaning that is semantics The falter is the study of the meamng of words and sentences The discipline in question studics the interpretation of individual words,

People pick up the meaning of words subconsciously at first, but then as they grow more adept with language, more complex meanings emerge

2.1.2.2 Grammar hes the role of an instrument of sentence meking

Grammar, after all, is a description of the regularities in a language, and

knowledge of these regularities provides the leamer with the means to generate a

potentially enormous number of original sentences A decent mastery of the grammatical rules, gives the person the potential or rather the ability to manipulate

and combine a variely of basic sentence slructure The goal of this practice is nol

to learn how to produce longer sentences but rather how to develop more effective ones This applies to both, speaking and writing People actually grow disinterested

and bored when they hear or read a set of detached wutividual sentences, thal in

addition te the little meaning they convey Instead of creating many sentences to convey simply one idea, with the sentence combination, they can all be merged into

a.one complete mearingful sentence To exemplify, ‘Ihe exercise was nol difTicull,

‘The exercise was not easy Ihe exercise was manageable’ By cutting out the needless repetition and adding a few conjunctions, we can combine these three

short sentences into a single, more coherent sentence: ‘The exercise was neither

difficult nor easy but manageable’, Or “The exam was not difficult or easy but it was manageable’, Furthermore, a systematic practice in combining and expanding

sentences increases one’s repertoire of synlactic structures and may also naprove

the quality of sentences

All in all, grammar is an inswumental tool that not only enables the speaker

lo creale a wide variety of senterices but also equip him with the necessary

instruction as to how combine and manipulate these sentences to best suit lus

purpose

2.2 General overview of language games

2.2.1, Definitions of language games

There were a lot of definitions of language games raised by researchers, Here

are some works done by famous researchers on the use of language games as well as

the concepts and ideas regarding games

According to Allery “Games refers to competitive activity with a prescribed setting, constrained by rules and procedures The learning results from playing the game and not from the academic content or specialist subject matter” (Allery,

2004)

According to Kevin Maroney: “A game is a form of play with goals and structure” (Maroney, 2001) This attitude showed a slight difference from Allery’s

allitude This altitude added one more altribute to the defimition of games namely

goals, Goals refer to game targets which eventually lead to language learning targets

According to Clark Abt: ‘4 game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting

context This attitude was estumated to be the combination of the characteristics and

the objectives of the games ‘he players should use the mental logic to make the decision based on the regulation of the game This requires (he participarils must think more before making the choice This is very suitable for the application in the teaching foreign language for students (Abt, 1987)

According to Rixon: “Game in general cansiste of playing governed by

nes” By looking at games in general as well as from games specially designed for teaching, Rixon picks out the features that would be useful in language teaching and

to see whal other features would be less useful or even a wasle of time (Rixon, 1981)

According to Greenal: “Game is considered as whenever there is an element

of competition between individual students or teams in a language activity” This

allilude refers to the charactenslic of competition — a remarkable characterislic of

games ‘This one will lead to the motivation resulting in the inorease in the preference

and satisfaction of students in learning foreign languages (Greenall, 1984)

From my point of view: “Games refer to a set of activity used for gaining

objectives Language games refer to games used in teaching and learning foreign language with suitable objectives”

222 Types uf language gumes in teaching English grammar

According to McCallum there are seven classifications of games: Vocabulary

games, Number games, Structure games, Spelling games, Conservation games,

Writing games, Role-play, Dramatics (McCallum, 1980) These kinds of games focus

on language skills and components A lecturer who understands games in this way is

much more likely to choose games that are suitable for a particular purpose The

purpose of this study is to enhance students’ vocabulary The language games selected in this study are necessary to focus on the vocabulary field

- Do-it-yourself simulation: Tt is an activity in which the students play themselves in a situation which he/she has either experienced or can at least relate to

in some way

- Role-play: Students are required to react following the identity or the role marked on the card Then develop the character with improvised dialogue in either

an everyday situation or a clearly defined setting

- Describing: A simple situation in which one person has a particular item of information that he/she can only reveal by: drawing, mime, roundabout description,

Yes/No answer Lo questions pul by the others

- Matching pairs: Divide words, pictures, lines of dialogue, etc., into more than two parts and then shuffle One part is given ta each of the students who must

then (ind his/her partner

- Jigsaw: It is similar to Matching Pairs Divide words, pictures, and lines of

dialog into more than two parts The students have to work to match them together

- Logical sequences: This tochnique is similar lo Tigsaw, but for materials such

as strip cartoons, song lyrics, or proverbs, ‘The components can be reconstructed in

the correct and logical order

- Board games: The lecturer thinks of a situation, which invelyes seme

sequence of events ‘Then asks students to think of several favorable and unfavorable events that might occur as the players proceed

- Discussion: Activities can be a springboard for discussion or questionnaires According to Wright, Betteridge, and Buckby language games can be

classified into eight sections depending on each family type The family name is often

a verb summarizing the essential way, which engages leamers in the game The authors state that games can take one of the following fonns: (Wright, 2005)

- Care and share: Teamers feel comfortable in those games when sharing

personal information with other learners

- Do: move, mne, draw, obey: The learner is expected to do something non- verbally in response to a read or a heard loxL

11

- Identify: discriminate, guess, speculate: The learner is tested to recognize something hard to distinguish about something, and then contrasted with the

cerlaintics

-Describe: The learner is tested to depict something to an alternate learner, by talking or composing The other learner can do something objectively or subjectively,

conveying his or her sentiments and affiliations

- Connect: compare, match, group: ‘the leamer is challenged to connect, examine, match, or group various items of information The items can be pictures ar

texts He or she uses language to describe or comment on the pairs of data

- Order: The learner is challenged to put various bits of information into a hierarchy of quality and importance, subjectively or objectively Or to put texts,

pichires, objects, into a development, sequence

- Remember: ‘The leamer tries to remember something and then comnrunicate what he or she has retained

- Create: The learmer is challenged or inviled to make a story, wrile a poem,

or produce some other kind of material using their imagination

According to Hadfield, language games can be classified inta catergories

(Hadfield, 1998)

- Linguistics games: The goal of the games is linguistics accuracy, for example, producing a correct structure or remembering right words,

- Communicative games: Carry out activities like drawing maps or matching,

pictures by using language Rixon classifies games into two main groups based on

correctness and communication effectiveness They are code-control games and

communication games (Rixon, 1981)

- Code-control games: In these games, players have to produce language

correctly or prove thal they have marle a correct inlerpretation of a particular piece of

language Repeating a limited range of language makes games similar in their functions to drills As with a drill, the other students express opinions about the corroviness of responsas The leclurer plays a vilal role in leading or controlling these

games, The lecturer also is the person who decides to award for correct answers and refuses incorrect ones

- Communication gomes: These games mainly focus on commuricalion but

not absolute correctness “Firstly, the language that is too distorted by mistakes will fail to communicate anything, Secondly, the range of language needs in many of these

games can be limited so that students are repeating structures any time” (Hadfield,

1998)

2.23 The advantages of application of language games in teaching

Many experts of language Leaching methodology have argued that games are

not just time-filling activities but have a great educational value, especially in communicative language teaching class

Firstly, Language games provides meuningful practice: Games arc

considered as a way te help students net only enjoy and entertain with the language

they leam, but also provide intensive and meaningful practice of language With the

use of meaningful practice as games, lie Ieclurer can creale various eontexts im which

students have to use language to communicate, exchange information and express

their own opinions (Wright, 2005) The need for meaningfutness in language learning

has been accepted for some years If students are amused, angered, challenged, or

surprised, the context is clearly meaningful to them ‘Thus, the meaning of the language they listen to, read, speak and write will be better remembered Further support comes from Hadfield who believes that games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for

real communication and thus constitute a bridge between classroom and the real

world (Hadfield, 1998)

Secondly, Language games create mativation: Games are highly motivating

and enlertaiming, and they can ‘lower ariely’, give shy studenls more opporlurity là

express their opinions and feclings (Hansen 1994), Therefore, learners can perform what they know, what they are familiar with and what they are able to produce From the researches of” Uborman (1998), Nguyen & KhuaL (2005), we can reslize the

cnthusiasm of their students in leaming through games In most of the games, an element of competition between individual learners or teams is a strong motivating factor Ti is the competition that stimulates students to produce required language items as correctly as possible in order to achieve success

In addition, using language games helps reduce stress in the classroom When

students have to face unfamiliar or difficult structures, words, text and even

concentrate on Jong intensive practice without any change, there will be little benefit from leaming in such an intensive way in the long mm Thus, a change is always

necessary im the siluation, While language is a hard work and effort is required every

moment and must be maintained over a long period of time, games are considered one of the best ways to create relaxing and interesting learning atmosphere as a break

im order to maintain students’ motivation When students arc free from worry and

stress, they will study more effectively

Motivation is clearly an indispensable element in the process of students’

acquisition because it makes learning more meaningful and effeclive Therefore, itis

understandable for the lectuer to consider games as a means of enhancing

molivalion Huang (1996, p.1 quoted in Nguyen & Khual, 2005) comes lo a

couclusion that “Icarning through games could encourage the operation of certain

psychological and intellectual factors which could facilitate communication, heighten self-esteem, motivation and spontaneity reinforce learning, improve intonation and build confidence”

Thirdly, Language games promote participation and cooperation: The

reason why games are more popular in language classes nowadays is that games

encourage students’ participation and cooperation and can remove the inhibitions of those who feel intimidated by formal classroom situations That is true because pames

encourage group work or pair work To complete the task or requirement of games,

players work together by sharing information and they do not worry too much about mistakes or they will be corrected by others Moreover, to each game more proficient

students or less proficient, ones have their own strong poinls so they can cooperate

14

with one ancther to get their team’s objective, Therefore, games help students increase collaboration and team-working or group-working spirit

Fourthly, Language games provide active learner-centered learning: As

mentioned above, to reach the objective of the game, students have to work in pairs, groups or in teams It means that there is communication between individuals

Students have to discuss together, share information or express their own points of

view before their group has a final result, In this way, games bring leamers chances

to communicate or to work by themselves The lechwer only keeps the role of an

observer or an instructor He drops his tole as director of games and becomes more

of a monitor and language format ‘The lecturer no longer controls what leamers have

to say Rixon asserts that lecturers should be there as “a source of information” to

give suggestions or rephrase something to make it clearer to other players Tn ofher

words, games are part of general movement away from a lecturer-dominated classroom and promote active leamer-centered leaning (Rixon, 1981)

Fifthly, Language gumes provide immediate feedbuck: Aller lecturers presenk

any new language item, they want to know how much knowledge their students have

achieved and how much they have missed The popular way of checking students?

acquisition is by testing However, tests always take tune By using games, lecturers

can receive information about their teaching, but in a quicker way To explain this David and Hollowell (1989) state as follows: “Most overburdened lecturers have experienced the problem of waiting too long to hand back students’ papers, to be affective, feedback must follow performance Most of the games provide almost

immediate feedback to students since in most cases winning and losing will depend

on how well the students perform” (David, 1989)

By observing students work or perform their knowledge, lecturers can

in the classroom Rixon offers different patterns of interaction through playing

games: leclurer-the whole class, lecturer-group, leclurer- individual,

individual-individual, and group-group (Rixon, 1981),

in summary, games are useful and effective tools that should be applied in vocabulary and grammar lessons The use of gamos is a way lo make the lessons mora interesting, enjoyable, and effective

2.24, Effective ways ta make games work in a language class

Presentation

Choosing games: ‘There are many factors to consider while applying games, one of which is the appropriation “Lecturers should be very careful about choosing

games if they want to make them profitable for the learning process” (Cherman,

1998) In onder to gain the appropriation of choosing games in teaching, lecturers

should take into consideration such factors as students’ ages, suitable tasks and topics,

the length of the lime necessary for game completion, the size of class and language

level, Students in university level are much mature, the games designed can be more complicated thatn students in high-school level The class with the large size will

cause the situation in wich the students cause a lot of noise and alTect other classes

‘Therefore, some of the games will not be suitable for large size such as the game

“selling and buying things” Moreover, the choice of language level has significant

influence on the choice of game For beginners or non-major English students, they

need to be exposed to fairly simple language which they can understand, Intermediate

studenis or students major in English, in contrast, have had some knowledge, so

lecturer should give more difficult tasks which require higher proficiency (Harmer,

1998)

When to use games: Games are often used as short warm-up activities or when

there is some time left at the end of a lesson {n addition, Lberman suggests “Games also lend themselves well to revision exercises helping learners recall material in a

Pleasant and entertaining way” (Uberman, 1998) However, Rixon suggesls thai

games can be used at all stages of the lesson, provided that they are suitable and carefully chosen (Rixon, 1981) At different stages of the lesson, the lecturer's aims connceled with a game may vary

16

- Stage of presentation Provide a good model making its meaning clear,

- Stage of controlled practice Lilicit good imitation of new language and

appropriale responses

- Stage of communicative practice, Give students a chance to use the language Three main stages above bring students from a state in which the grammar is

completely unknown to them to the ability to start using it confidently by them When

using a game as a part of a lesson, it is important to make sure that the way in which

it is played- the interaction among the players and the role the leoturer plays in it- fits

wilh the stage im the lesson thal has been reached The lecturer’s aim and the

techniques s/he can use at each stage are outlined in the following table:

‘Table 1: ‘Types of gamcs suitable at the three stages of teaching new language

Stage of Lecturer’saim | Lecturer’s and Types of games

Presentation | Frovide a good|Lecturer is the | Played by whole class

model of the new | cenler ofattcntion | under tecturer’s direction

language Students respond | Competitive Make its meaning | to lecturer's cue to| Lecturer is judge of clear show their | responses and scorer

Check students’ | understanding Responses are simple understanding actions or yes/no answers;

players do nol yel produce new language themselves

2.g O'Grady Says

Controlled Bơi a good | Lecturer cues and| Played by whole class practice imitation of the | directs what the | under fecturer’s direction (drills and | model fiom | class dovs, but the | Competitive

exercises) students interactions are | Lecturer is the judge of

TiieiL new | inore varied, e.g | responses and scorer

language as an |leetura- class; | Players must produce the

appropriate lecturer- language correctly and

response to

situation or context

Help — studamls perform

individual, individual individual, group- group

a problem

prammatical Lecturer corrects

transformations on | as necessary the new language

Communicative | Give opportunities | Lecturer sfeps out | Individual, pair or small practice tovuse the language | ofthe limelight —_| group

Students interact

directly as, eg., pairs, small groups

or as individual and small group

Lechwer monitors

groups and advi

players — when needed Games nol under direct control of lecturer

Players must use language

lo achisve practice aim

competitive Students can judge their own success

Eg Describe and Draw,

Find Your Partner

(Rixon, 1981)

Timing: The lecturer needs to estimate the time of the game The question

“Swhal is the maximum amount of lime available in (he lesson?” should be raised

before playing the game Lewis and Bedson suggest that games should last from five

to twenty minules including preparation, presentation, game-playing aud posl~ playing, Thus, good preparation will enable lecturers and students to have more time

for playing games (Lewis, 1999)

Teaching aids: TLs necessary to propare carefully malerials for game playing

Materials used im games must attract students, match with them interest and motivate

them We can use pictures, flashcards, realia or so forth, but they should be different

from what are illustrated in the texthook Pictures taken from colored and update magazines or books, flashcards or pictures drawn on cards must be clear If there are

18

handouts, color pencils or pens, transparencies for overhead projector, cto, used in playing games, we should make sure that individual students, pairs or groups are fully

prepared If so, these imporlant factors will stimulate students’ participation and

prepare them ready to take part in games

Organizing games

Giving and checking instructions: To be well-organized, the lecturer needs

to set up the required groups of students, see that they have all the materials they need, and above all make sure that they all understand what to do It is not enough

simply te read out the rules of a new game, or to hand oul a wrillen copy of the rules

Lach game will need a proper instruction, which means an explanation- not just a reading- of the rules, and a short demonstration “It is a waste of time to throw

students unprepared into an activily thai they have not yet Cully grasped: things wilt

go wrong very quickly, and you will then have to spend more time trying te repair

the situation” (Rixon, 1981) The same idea from Harmer is that the best activity in

the world is a wasls of ime if students do nol understand whal iL is they are supposed

to do (Hanmer, 1998) Another reason for giving a full demoustiation and explanation

of anew game is to show the studetits exactly wll language they can practice as they play it The rules for giving instructions are: iry to make your demonstration and

instructions as lively, simple and appealing as possible so that students want to play the game When the lecturer gives instructions, it is important to check that students have understood what they are being asked to do This can be achieved either by asking a student to explain the activity after the lecturer has given the instruction or

by getting sameone to show the other people in the class how the exercise works

Liven if necessary, lecturers can use the native language to explain the rules of the game to make sure every student understands and is ready to play

Class organization: The voles on each game suggest which form of class

organization is appropriate, There are class, individual, pair and group work Of the four types of grouping, pair and group work are very important if each leamer is to have sulficient oral practice in the use of the language

Pair work: This is casy and fast to organize It provides opportunitics for intensive listening and speaking practice

Group work: Some games require [our 1o aix players; in this case, group work

is essential Membership of groups should be constant for the sake of goodwill and efficiency If there is to be challenge between groups, they should be of mixed

according to ability Many lecturers consider it advisable to have a group leader The

leader would normally be one of the more able learners However, there 1s much to

be said for encouraging the timid learner by giving the responsibility to him/her The

lecturer’ role is to ensure thal the game or activity is properly organized and Lo act as

an intermediary between leamers and lecturer Another suggestion when students work in groups is to appoint one ‘secretary’ who writes the answer or take nate to

report Lo the whole group Working in this way makes students dircetly involved and

help one another (Lewis, 1999)

Another important factor for class organization is suitable seating arrangement Changing scaling arrangement can help students interact with different

people when it is suitable with each kind of activity organization If the activity is

pair work, shudents should si next to each other or face to [ace so thal iis easier lo

interact, If the activity is group work, it should be cirele or horseshoe, Scrivener

suggests that learners can make eye contact with everyone else in the group and thus interact much more naturally ina circle ar horseshoe (Serivener, 1994)

Lecturer’s role

Lecturer as a monitor’ corrector’ an evaluator of responses: As mentioned

above, there are twa types of games: code-control games and communication games

‘Therefore, the lecturer’ role varies from one kind of games to another In code-control games, the lecturer is normally considered as an evaluator of responses to judge correciness Decisions should be absolutely clear and firm and made wilhoul imitation

at those students who continually get things wrong, The lecturer should make a metal note about future remedial work that is needed rather than hold up the game and start leaching m the middle of it, Further explanations and remedial work can be given

afterwards The lecturer also needs some clear and, if possible, dramatic way of indicating approval or rejection of an answer Silently putting another mark on the scoreboard is nol the most exciting way of accepting an answer

In communication games, although the lecturer does not act as a judge as in code- control games, there is plenty of scope for observing students’ performances

and doing something about serious errors ar areas of ignorance In terms of the game,

the exrors do not matter, but how is the Jecturer to deal with them’? If you stop a game completely and start teaching or revising a language point, the whole atmosphere will

be spoiled, studenis may even gel the idea that the games have only been sel lo trap

them into mistakes, and if this happens, they may become too self-conscious to get anything very much out of the activities There is no harm, however, in making quick

corrections of some of the errors thal you hear as you go [rom group to group You

should go for major points rather than for mere slips of the tongue, and for points that

do not require a lengthy explanation When going around, the lecturer should collect

information wilh a view lo incorporating therm in your lessons lator on Sorne lecturers

simply make a mental note, but others prefer to record the information more

systematically This a good idea Lo carry a small notepad with you as you monilor The cascntial things to write down are what the errors are and who is making them

Lecturer as a person who summarizes and comments: Whatever the game is,

students like to hear how well they are doing, to receive encouragement and to have any amusing incidents or clever moves commented on, as well as having, erors corrected, This is slightly different from formal feedback on use of language to keep

a relaxing atmosphere, to show the students that you are interested in what they are

doing and to encourage them to be interested in the progress of other players It is important not to ridicule any individual Positive comments can be made about

individuals but negative comments should be kept more general

For cach type of games, the lecturers alse should be careful in the way of commenting In code-contral games, the lecturer is the only reliable judge of what is correct and thus iceds to supervise whal.gocs on, Whercas, in communication games,

the students themsclves have various means of judging their own success and the lecturer’s role is less prominent

2.3 Previous studies

- Scientific article (2011): “Lhe use of game in learning English grammar”

author, Sultanova D.T (D.T, 2011)

This scientific journal article mentioned the reasons for the use of language

games in teaching English grammar ‘fhe author demonstrated the advantages of visual support which owned the important role in rasing the memory of grammar

Furthermore, the author also supported the use of vivid games in teaching grammar

Nevertheless, this study solely focused on the explaination is theoretical issues without practical study in a particular environment Therefore, the research results

are [or theorelieal referenee only

- Scientific article (2011):

iffectiveness of Using Games in Teaching

Grammar to Young Learners” author: Yolageldili and Arikan

The authors look into the efficiency of employing games in teaching graunmar

to young learners In the study, the perceptions of 15 ‘Turkish EFL lecturers working

in primary schools were gathered using (he questionaire method The findings

revealed that the Turkish EFL lecturers acknowledged the important contuibutien of

language games in classroom teaching ‘hey also agreed that using games as a means

of instructional approach is advantageous for teaching young learners Nonetheless, the participants only contain 15 students for the estimation of effectiveness This might reduce the validity of the results due to the small number of participants

- Scientific article (2013): “Enhancing Grammar Using Board Game” —

author; Tengku Nazatul & Rahmah

This study mentioned that one way to eliminate the fear of prammar lesson is

by using language games Language games are inmportant lo creale excitement i

language lessons This session reports on a study that aimed to explore the benefits

of using board game to teach grammar The study was carried out among Pre TESL students of UiTM Pahang, Kuantan Campus, The data Irom the study were analyzed

by using frequeney table, bar charts and Independent T-Test, The session will present the overall results of the study, revealing the beneficial effects of using board game

in leaching grammar However, this study did not point oul the further studies for

researchers

- Scientific article (2017); “dn evaluation of using games in teaching English

grammar for first year English-majored students at Dong Nai rechnology university "-

author Lien Cam and Thi Minh Thu Tran 'This study aims to analyse the application

of games in teaching grammar for English majored freshmen at Dong Nai Technology

University A mnixture of both quantitalive and qualitative methods was applied in the

paper ‘The finding indicates both advantages and disadvantages as teaching grammar through games for lecturers and students Therefore, game application is advised to

be adopled by English lecturers TL also proves students’ altitude positively toward

grammar lessons

- Scientific article (2020): “Effectiveness of Using Games in Teaching

Grammar to Young Learmers” — aulhors: Giilm Yolageldih and Arda Ankan (Arikan, 2020)

The research studied the effectiveness of using games in leaching grannuar Lo young Icamers trom the view points of Turkish EFL lecturers working im primary

schools, ‘The study suggests that while ‘'urkish Lil'L lecturers accept the effectiveness

of using games in grammar teaching, they do not use games as frequently as expected

in their classrooms, Moreover, questionnaires have many questions for lecturers, but few questions for learners, so the effectiveness of grammar studies will be less reflected

Despite the fact that there are a lot of research relating to the relation between language games and grammar teaching, there still don’t have the study at the level of

universily in the Geld of economics with first-year students of noremajor English:

Most of those studies above foucuscd on the participants in the degree of high schools In that environment, the pressure of leaming English is low, students do not

have the try lo find the solution the change their resulls Henec, the motivation of

ie} %

Icarning English and English grammar in high school is not sufficient cnough for the change in the effectiveness ‘This thesis will study in the level of university with non- major English students in the first- year period Therefore, this thesis will not be overlapped with previous studies Moreover, with the sample of 30 students, the results of this study will reflect the validity of the results.

CHAPTER 3: METHODOLOGY

3.1 Subjects of the study

‘The study was conducted with a sample of 30 first-year students of non-major

English at Department of Public Finance — AOI Most of the students learnt basic English knowledge from their high schools During the period of high school, they

had the target of the register for the block A in the entrance university examination,

so they focused much on subjects in natural science and did nat spend much time on

learning English Therefore, their English qualification is eslimated in the average

level Their way for the learning English and leaming English grammar is

untargetable and vague The participants inclide 70% female students and 30% male

studenis Although most of the participants did not find the way lo Tearing English, they are still hard-working students ‘hese participants will have more opportunity

for the improvement in English qualification if they realize the sufficient way to Jean

and know how to apply in reality This reality will provide lecturers wilh more information for the application of action plan in teaching

The Academy of Finance, Hanoi, Vietnam — AOT under the Ministry of

Finanee and under the state management of the Ministry of Education and Training,

is one of the top public universities in the business sector In Vietnam, the University

has a strong advantage in the training of Finance - Economics in Vietnam The

Department of Public Finance, formerly known as the Department of Finance and Finance, was established right from the first day of the University of Finance and

Banking, now the Academy of Finance, in 1963 This department have the role of

training university-level financial officers im the fields of Public Finance

Management, Public Accountancy, Financial Policy Analysis and participating in

traming other subjects of the Academy of Finance

At university, General English (GE) is a compulsory subject for this group of

students in the first-year period This subject is required to leam by all of nan-major

English sludents from all of departments except for students from facully of foreign

language If a student does not reach the required score in the final test, the student

bạ a

faces the possibility that he will have to repeat the studics and can not graduate This subject is therefore treated in university as significant challenge in order to study

General Fglish, studenls must have the material of “Fnieligent Business

Elementary”- written by Irene Barval and Nikolas Barrall GE has been taught in 2

semesters: first semester contains 7 first units and second semester contains 8 units The lessons in first semester will be taught with traditional methods and the lessons

in the second semester will be taught with the action project to realize the contrast between traditional methods and new methods Therefore, this thesis will show

whether the applying of language games help with the improvement in effecliveness

in learning grammar

3.2 Rescarch design

Tn the area of applied linguistics, there have been many of the research

methods such as experimental method and case study Nevertheless, the action research will be chosen due to the implementation of the study im a suitable manner

to the cireumstarwees

3.2.1, Definitions of action research

According to Kurt Lewin: “Action research is a comparative research on the conditions and effects of various forms of social action and research leading te social

action” Itis noteworthy that this type of research uses “a spiral step”, each of which

is “composed of a circle of planning, action and fact-finding, ahout the result of the

action” (Lewin, 1946)

According to Nunan : “detion research is a form of self-reflective inquiry

which is carried out by practitioners, aimed at solving problems, improving practice,

or enhancing understanding” (Nunan, 1992)

According to Mills : The goal of educators conducting action research as

“guining insight, developing reflective practice, effecting positive changes in the

schoal environment (and educational practices in general), and improving student

outcomes and the lives of those involved” (Mills 2014)

From my point of view: “Action research is a methodology, which has the

dual aims of action and research Action research is often referred to by different names suck as participatory research, collaborative inguiry, emancipatory

research, action learning ar contextural action research”

3.22 The precedures of action research

The precedures of action research is conducted by the following steps

- Indentification of problems and the causes ‘Through the process of

observation and exchange information with the students and lecturer in English at

AOF, I realive that teaching and learning Englisti become the most difficull problem

in teaching Linglish at ACI, Most of the students of non-major Lnglish said that they have no motivation in leaming English prammar They da not want to complete the exercise relaied lo grammar scclion due Lo the complication of grammar construction Their results of English are quite disappointing Many English lecturers find it hard

for non-major English students to lea English grammar in the classroom

Frequently, they find it difficult to cducale students of this kind Also, they made

conclusion that non-major Hnglish students are very lazy resulting in disappointing

resulls However, through the deep exchange wilh lecturers and students of non-major English with a great number of conversations, I realize that these students are not lazy

and the main cause of the ineffectiveness in teaching grammar refered to the methodology The lecturers used many of methods to teach grammar including deductive inductive method, granunar-translation method, learning through writing and diagram Nonetheless, the method of using language games in teaching has not been applied at AOF Therefore this thesis will have the task of implementation of checking the effectiveness of language games in teaching grammar to first-year students of non-major English at AOT

The book “Tntelligent Business Elementary” — written by Trene Barral and

Nikolas Barrall has been used to teach English grammar for first-year students of non- major English at AOF This book has been estimated to be the book with contain the gencral information for teaching English Nonethcless, the knowledge related to

tạ 3

grammar has becn existed with a little information of providing The amount of teaching Linglish grammar has been evaluated to be not enough for student to gain

sulficierit knowl

to apply in realily

- Collection of data and analysis of data: Data collection will be done with

the instrument of pre-questionnaires, These questionnaires will be delivered to all of

the participants at the first period of second semester of GE This process will have

the aim of investigation of the reason for the problems with teaching English Based

on the literature review related to the issue, experience of the authors with the

exchange with the specialists in methodology, the author will try lo find reasons

- Planing the action: After finding out the reason, the author will make the action plan for the improvement in the effectiveness of teaching grammar

- Implementation of action plan: The action plan was conducted for 8 weeks,

with the participation of the researcher and 30 fist year non- English major students

at AGF The plan was applied in the last 7 units (umit 8-14) With the assumption that

language games may inerease studenls’ cflcetveness m learning grammar itt

classroom activities In the action plan, the researcher tried to apply games in

teaching grammar lo raise students’ effectiveness in learning in grammar practice

- Collection of post-data and analysis of post-data; Post-tcatment

questionnaire was delivered to students to collect data to figure out whether using games may inerease students’ motivation in grammar practice The action research was evaluated based on the results collected form the initial data, action data and post data Some conclusions or recommendations for further research weremade

accordingly

Table 2: The action plan in this thesis

features | Current teaching method New teaching method

8 People and | Past simple Stage |Duect and im- depth | Direct and in- depth explanation of

places Prepositions of explanation of rules and | rules and examples

2 (AS minutes) Game Noughts and Crosses

(45 minutes)

9 20/6/2018 | Describing — a | Adjectives Stage | Direct and in-depth | Direct and m- depth explanation of

2/7/2018 | product Adverbs explanation of rules and | rules and examples

11 | 672018 | Describing Comparatives | Stage | Direct and in- depth | Direct and in- depth explanation of

/72018 | about work Superlatives explanation of rules and | rues and examples

Exercises and Drills Game comparing pickures

(45 mimutes)

12 | 13/7/2018 | Describing Present perfect | Stage | Direct and in- depth | Direct and in- depth explanation of

16/7/2018 | about work vs explanation of rules and | rules and cxamples

Exercises and Drills Game Noughls and Crosses

(45 minutes) (45 mimes)

13 | 2047/2018 | Marketing First Stage [Direct and in- depth | Direct and in- depth explanation of

23/7/2018 | Discussing condilional explanation of rules and | rules and exarmples

(15 minutes}

2 Excreises and Drills Game Bingo

(45 minufes)