Luận văn a minor study on some major methods of teaching english grammar to the 10th form students currently applied by teachers at yen vien high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGLAGES AND INTERNATIONAL STUDIES: FACULTY OF POST-GRADUATE STUDEES: NGUYEN THI THU A MINOR STUDY ON SOME MAJOR METHODS OF TEACHING

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGLAGES AND INTERNATIONAL STUDIES:

FACULTY OF POST-GRADUATE STUDEES:

NGUYEN THI THU

A MINOR STUDY ON SOME MAJOR METHODS OF TEACHING

ENGLISIT GRAMMAR TO 10™ — FORM STUDENTS CURRENTLY

APPLIED BY TEACHERS AT YEN VIEN HIGH SCHOOL

(MỘT NGHIÊN CUU NHO VE CAC PHUONG PHÁP GIẢNG DẠY NGỮ

PHÁP TIẾNG ANH CHÍNH CHO HỌC SINH LỚP 10 ĐANG DƯỢC ÁP

DUNG TAI TRUONG THPT YÊN VIÊN)

MLA Minor Programme Thesis Ficld: English teaching methodology

Code: 60 14 10

Hanoi, September 2010

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGLAGES AND INTERNATIONAL STUDIES:

FACULTY OF POST-GRADUATE STUDEES:

NGUYEN THI THU

A MINOR STUDY ON SOME MAJOR METHODS OF TEACHING

ENGLISIT GRAMMAR TO TIE 10™ — FORM STUDENTS CURRENTLY APPLIED BY TEACHERS AT YEN VIEN HIGH

SCIIOOL

(MỘT NGHIÊN CÚU NHỎ VỀ CÁC PHƯƠNG PHÁP GIẢNG DẠY NGỮ

PHÁP TIÉNG ANH CHÍNH CHO HỌC SINH LÓP 10 ĐANG ĐƯỢC ÁP

DỤNG TẠI TRƯỜNG THPT YÊN VIÊN)

MLA Minor Programme Thesis

Hield: English teaching methodology

Code: 614 10 Supervisor: Pham Thj Thanh Thuy, M A

llanoi, September 2010

1.7 Design of the study .ccesnsseeneinmisieneeenenenneiiimieieneneenenenneesmesne need

2.2.3 What to teach in a grammar lesson? 8 2.3 Methods af leaching grammar 2 2.3.1 Grammar Translation Method (GTM) non seeroeÐ, 2.3.2 The Communicative Language Teaching (CLT) 10 2.3.3, The Task-based Approach (TBA) csssssneneniintnsenntsnsiinsianenennenmsnesL2 2.3.4, There is no best rnethod for aHL à sscesterriredrrrrrieeeeree, TE

1.4 Issues about how to teach grammar

2.4.1, Should we use grammatical explanations and icchnieal terminology in a CLT

ÏasS7OOIN? icon

2.4.2 Should teachers correct grammatical errors? 15

3.8 Crileria In chonse an apiprapriaLe methad

2.6 Criteria to evaluate the effectiveness of teaching methods

4.2.1.1 Students" aftitndes towrard lsarring English -eescecxeeoee TỔ

1.2.1.3 Students’ awarcness of the role of grammar in reaching their purposes 29 4.2.1.4, Students’ expectations for a grammar lessom in elass e- e3

4.2.2 Teacher questionnaire

42.2.1 Teachers’ awareness of the purposes of teaching English at high school and the

4.2.2.2 Teachers’ focuscs whicn teaching a now giamrnaficaÌ poinf 37 4.2.2.3 Teachers’ reasons for choosing thair currenf teaching methods 9

4.2.2.4, Teachers" evaluation of their teaching mefhods + sscccecoe.4Õ 4.3 Follow-up interviews

4.3.1 Follow-up interviews for stuđents

_Teacher questionnaire

Follow-up interview for stuđenfs sec sesseee XIV

—_ Follow-up interview for teachers HH HN

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

13

Among these aims, the second one is the anthar’s priority in this research To achieve this aim, two other specific objectives were established The first sub-objective is to find out the Jeamers’ English learning expectations and their learning style preferences ‘These factors are crucial to affect the effectiveness of grammar learning and teaching and leamers’ evaluation of the offbriveness The sòond is (o understand the students” and teachers" views on the current grammar teaching methods with the aim of narrowing the gap between grammar teaching and jearning

amore effective?

1.4, Methods of the stusky

To reach the above aims, the study has been camied out with data collected from three different sources: (1) class observation (2) questionnaires and (3) follow-up interviews All

these instranents will be described in detail in Chapter 3

1.5 Significance of the study

It is hoped thal the findinyss from this sludy will be of some benefits to the teaches

sin

‘Vietnamese high schools in general, at YV HS in particular, especially those who are engaged

in grammar teaching The study contributes to onr understanding of the effectiveness of the curent grammar (caching methods based on lcaehcrs' and Icamers’ evaluation and offers some suggestions of needed changes to minimize the gap between the leamers’ expectations, interests and the actual practice of teaching and leaming

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

Table 3: Reasons why respondents thank of the role of English grammar

Table 4: Students” expectations for a grammar lesson in class

Table 5: Students’ cvaluation of the time for communicative activities

‘Table 6: ‘Tzachers’ aims in teaching English to stadents

Table 7; Taachers” focuses when leaching grarmnar Lo students

Table 8: Teachers’ reasons for choosing the current teaching method

‘Table 9: Factors teachers base on to choose a teaching method

Table 10: Teachers’ evaluation of their teaching methods

Table LI: Teachers’ evaluation of their teaching methods in detailed factors

Figures

Figure 1: Students’ evaluation of grammar lessons in class

Figure 2: Students’ evaluation of the presentation of grammar points

Figure 3: Students’ ovalualion of pronunciation teaching

Figure 4: Students’ evaluations of the effectiveness of communicative activities

4.2.2.4, Teachers" evaluation of their teaching mefhods + sscccecoe.4Õ 4.3 Follow-up interviews

4.3.1 Follow-up interviews for stuđents

_Teacher questionnaire

Follow-up interview for stuđenfs sec sesseee XIV

—_ Follow-up interview for teachers HH HN

Table 3: Reasons why respondents thank of the role of English grammar

Table 4: Students” expectations for a grammar lesson in class

Table 5: Students’ cvaluation of the time for communicative activities

‘Table 6: ‘Tzachers’ aims in teaching English to stadents

Table 7; Taachers” focuses when leaching grarmnar Lo students

Table 8: Teachers’ reasons for choosing the current teaching method

‘Table 9: Factors teachers base on to choose a teaching method

Table 10: Teachers’ evaluation of their teaching methods

Table LI: Teachers’ evaluation of their teaching methods in detailed factors

Figures

Figure 1: Students’ evaluation of grammar lessons in class

Figure 2: Students’ evaluation of the presentation of grammar points

Figure 3: Students’ ovalualion of pronunciation teaching

Figure 4: Students’ evaluations of the effectiveness of communicative activities

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

4.2.2.4, Teachers" evaluation of their teaching mefhods + sscccecoe.4Õ 4.3 Follow-up interviews

4.3.1 Follow-up interviews for stuđents

_Teacher questionnaire

Follow-up interview for stuđenfs sec sesseee XIV

—_ Follow-up interview for teachers HH HN

2.4.2 Should teachers correct grammatical errors? 15

3.8 Crileria In chonse an apiprapriaLe methad

2.6 Criteria to evaluate the effectiveness of teaching methods

4.2.1.1 Students" aftitndes towrard lsarring English -eescecxeeoee TỔ

1.2.1.3 Students’ awarcness of the role of grammar in reaching their purposes 29 4.2.1.4, Students’ expectations for a grammar lessom in elass e- e3

4.2.2 Teacher questionnaire

42.2.1 Teachers’ awareness of the purposes of teaching English at high school and the

4.2.2.2 Teachers’ focuscs whicn teaching a now giamrnaficaÌ poinf 37 4.2.2.3 Teachers’ reasons for choosing thair currenf teaching methods 9

2.4.2 Should teachers correct grammatical errors? 15

3.8 Crileria In chonse an apiprapriaLe methad

2.6 Criteria to evaluate the effectiveness of teaching methods

4.2.1.1 Students" aftitndes towrard lsarring English -eescecxeeoee TỔ

1.2.1.3 Students’ awarcness of the role of grammar in reaching their purposes 29 4.2.1.4, Students’ expectations for a grammar lessom in elass e- e3

4.2.2 Teacher questionnaire

42.2.1 Teachers’ awareness of the purposes of teaching English at high school and the

4.2.2.2 Teachers’ focuscs whicn teaching a now giamrnaficaÌ poinf 37 4.2.2.3 Teachers’ reasons for choosing thair currenf teaching methods 9

12

To cover all these changes in language teaching within this thesis is an impossible mission In this thesis, the author would like to narrow herself by focusing on grammar teaching only in a high school to find out how the above changes are impacting the teaching and leaming process, what methods are being used to teach grammar and how effective these methods are She chose granumar teaching as her focus in this thesis because of some reasons

First, English grammar has always played the most important role in the Vietnamese context

through the grammar-bascd university cntrance cxaminations as well as other grammar tzsts at

school of all levels ‘fherefore, leamers’ aim of learning English used to be to pass these important cxams Sccondly, many high schools in Vigna have been eritieived for the teaching methods in which grammar is taught explicitly and then practiced in a huge number

of written grammar exercises without any interaction among students and lifile between students and their teacher/s, Teachers have been unique controllers in class Learners” needs, interests, learning styles, cte arc often neglected Thirdly, with this thesis, the author hopes to answer her question on how grammar teaching in Vietnam should be changed to adapt to the changes of FLT in tha world and learners? domands, The last reason is relaled to her porsomal profession, As a teacher of English, she has realized that it is really a challenging task to make grammar teaching satisfactory to students, She has constantly wondered how to deal with granmnar more effectively 1 classrooms The answers to this questron and the above would be

of great help to the writer as well as to other colleagues

1.2 The aims of the siudy

With the presented rationale, the specific aims of the study, accordingly, are

« To investigate how English grammar is curently

School and what methods are being used to teach it

zing taught at Yon Vien High

* To evaluate the effectiveness of those methods as perceived by teachers and Jeamers at the school

»_ Tosnggsst some changss to snake grammar leaching rmuch more effective,

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

13

Among these aims, the second one is the anthar’s priority in this research To achieve this aim, two other specific objectives were established The first sub-objective is to find out the Jeamers’ English learning expectations and their learning style preferences ‘These factors are crucial to affect the effectiveness of grammar learning and teaching and leamers’ evaluation of the offbriveness The sòond is (o understand the students” and teachers" views on the current grammar teaching methods with the aim of narrowing the gap between grammar teaching and jearning

amore effective?

1.4, Methods of the stusky

To reach the above aims, the study has been camied out with data collected from three different sources: (1) class observation (2) questionnaires and (3) follow-up interviews All

these instranents will be described in detail in Chapter 3

1.5 Significance of the study

It is hoped thal the findinyss from this sludy will be of some benefits to the teaches

sin

‘Vietnamese high schools in general, at YV HS in particular, especially those who are engaged

in grammar teaching The study contributes to onr understanding of the effectiveness of the curent grammar (caching methods based on lcaehcrs' and Icamers’ evaluation and offers some suggestions of needed changes to minimize the gap between the leamers’ expectations, interests and the actual practice of teaching and leaming

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

2.4.2 Should teachers correct grammatical errors? 15

3.8 Crileria In chonse an apiprapriaLe methad

2.6 Criteria to evaluate the effectiveness of teaching methods

4.2.1.1 Students" aftitndes towrard lsarring English -eescecxeeoee TỔ

1.2.1.3 Students’ awarcness of the role of grammar in reaching their purposes 29 4.2.1.4, Students’ expectations for a grammar lessom in elass e- e3

4.2.2 Teacher questionnaire

42.2.1 Teachers’ awareness of the purposes of teaching English at high school and the

4.2.2.2 Teachers’ focuscs whicn teaching a now giamrnaficaÌ poinf 37 4.2.2.3 Teachers’ reasons for choosing thair currenf teaching methods 9

2.4.2 Should teachers correct grammatical errors? 15

3.8 Crileria In chonse an apiprapriaLe methad

2.6 Criteria to evaluate the effectiveness of teaching methods

4.2.1.1 Students" aftitndes towrard lsarring English -eescecxeeoee TỔ

1.2.1.3 Students’ awarcness of the role of grammar in reaching their purposes 29 4.2.1.4, Students’ expectations for a grammar lessom in elass e- e3

4.2.2 Teacher questionnaire

42.2.1 Teachers’ awareness of the purposes of teaching English at high school and the

4.2.2.2 Teachers’ focuscs whicn teaching a now giamrnaficaÌ poinf 37 4.2.2.3 Teachers’ reasons for choosing thair currenf teaching methods 9

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

Question

student

students teacher teachers Task-based Approach

‘Yen Vien High School

12

To cover all these changes in language teaching within this thesis is an impossible mission In this thesis, the author would like to narrow herself by focusing on grammar teaching only in a high school to find out how the above changes are impacting the teaching and leaming process, what methods are being used to teach grammar and how effective these methods are She chose granumar teaching as her focus in this thesis because of some reasons

First, English grammar has always played the most important role in the Vietnamese context

through the grammar-bascd university cntrance cxaminations as well as other grammar tzsts at

school of all levels ‘fherefore, leamers’ aim of learning English used to be to pass these important cxams Sccondly, many high schools in Vigna have been eritieived for the teaching methods in which grammar is taught explicitly and then practiced in a huge number

of written grammar exercises without any interaction among students and lifile between students and their teacher/s, Teachers have been unique controllers in class Learners” needs, interests, learning styles, cte arc often neglected Thirdly, with this thesis, the author hopes to answer her question on how grammar teaching in Vietnam should be changed to adapt to the changes of FLT in tha world and learners? domands, The last reason is relaled to her porsomal profession, As a teacher of English, she has realized that it is really a challenging task to make grammar teaching satisfactory to students, She has constantly wondered how to deal with granmnar more effectively 1 classrooms The answers to this questron and the above would be

of great help to the writer as well as to other colleagues

1.2 The aims of the siudy

With the presented rationale, the specific aims of the study, accordingly, are

« To investigate how English grammar is curently

School and what methods are being used to teach it

zing taught at Yon Vien High

* To evaluate the effectiveness of those methods as perceived by teachers and Jeamers at the school

»_ Tosnggsst some changss to snake grammar leaching rmuch more effective,

Table 3: Reasons why respondents thank of the role of English grammar

Table 4: Students” expectations for a grammar lesson in class

Table 5: Students’ cvaluation of the time for communicative activities

‘Table 6: ‘Tzachers’ aims in teaching English to stadents

Table 7; Taachers” focuses when leaching grarmnar Lo students

Table 8: Teachers’ reasons for choosing the current teaching method

‘Table 9: Factors teachers base on to choose a teaching method

Table 10: Teachers’ evaluation of their teaching methods

Table LI: Teachers’ evaluation of their teaching methods in detailed factors

Figures

Figure 1: Students’ evaluation of grammar lessons in class

Figure 2: Students’ evaluation of the presentation of grammar points

Figure 3: Students’ ovalualion of pronunciation teaching

Figure 4: Students’ evaluations of the effectiveness of communicative activities

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

11

PART A: INTRODUCTION

1.1 Statement of the problem and rationate for the study

English language has been the most popular international language for ages, In the new era of high technology and communication, English is playing a more and more important role and having a strong impact on many ficlds of the sociely Grader this impact, the demand for communicative competence in English is increasing in every comer of the world,

Tn Lorms of Lechring Fnglish as a foreign or secondary language, recent research lurns to teatiza that the best method never existed and will never exist because teaching situations are different in all places As a result, a tailored method rather than @ mass-produced one is required lo correspond with ther

To speak about leamers, it is notable that the views of learners have changed a lot Leamers aic now recognized as individuals with their own identitics, i.c they arc different in expectations, interests, styles, personalities as well as leaming experience instead of sitting passively in classrooms and trying to absorb whatever teachers give them, they have now become the eenler of the classroom activities under (he widely accepled principle: Tearncr- centerednzss Accordingly, all these differences among leamers have to be carefully considered befors preparing and conducting the classroom activities

Also, research figures out teachers’ roles should be changed as well Instead of being the controller and informant in elass, the teacher ow has lo play a wide range of roles dapending

on the specific situations With students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and a guide In class, student-student interactions, then

student-teacher ones should become the dominant activities in classrooms.

4.2.2.4, Teachers" evaluation of their teaching mefhods + sscccecoe.4Õ 4.3 Follow-up interviews

4.3.1 Follow-up interviews for stuđents

_Teacher questionnaire

Follow-up interview for stuđenfs sec sesseee XIV

—_ Follow-up interview for teachers HH HN

12

To cover all these changes in language teaching within this thesis is an impossible mission In this thesis, the author would like to narrow herself by focusing on grammar teaching only in a high school to find out how the above changes are impacting the teaching and leaming process, what methods are being used to teach grammar and how effective these methods are She chose granumar teaching as her focus in this thesis because of some reasons

First, English grammar has always played the most important role in the Vietnamese context

through the grammar-bascd university cntrance cxaminations as well as other grammar tzsts at

school of all levels ‘fherefore, leamers’ aim of learning English used to be to pass these important cxams Sccondly, many high schools in Vigna have been eritieived for the teaching methods in which grammar is taught explicitly and then practiced in a huge number

of written grammar exercises without any interaction among students and lifile between students and their teacher/s, Teachers have been unique controllers in class Learners” needs, interests, learning styles, cte arc often neglected Thirdly, with this thesis, the author hopes to answer her question on how grammar teaching in Vietnam should be changed to adapt to the changes of FLT in tha world and learners? domands, The last reason is relaled to her porsomal profession, As a teacher of English, she has realized that it is really a challenging task to make grammar teaching satisfactory to students, She has constantly wondered how to deal with granmnar more effectively 1 classrooms The answers to this questron and the above would be

of great help to the writer as well as to other colleagues

1.2 The aims of the siudy

With the presented rationale, the specific aims of the study, accordingly, are

« To investigate how English grammar is curently

School and what methods are being used to teach it

zing taught at Yon Vien High

* To evaluate the effectiveness of those methods as perceived by teachers and Jeamers at the school

»_ Tosnggsst some changss to snake grammar leaching rmuch more effective,

Table 3: Reasons why respondents thank of the role of English grammar

Table 4: Students” expectations for a grammar lesson in class

Table 5: Students’ cvaluation of the time for communicative activities

‘Table 6: ‘Tzachers’ aims in teaching English to stadents

Table 7; Taachers” focuses when leaching grarmnar Lo students

Table 8: Teachers’ reasons for choosing the current teaching method

‘Table 9: Factors teachers base on to choose a teaching method

Table 10: Teachers’ evaluation of their teaching methods

Table LI: Teachers’ evaluation of their teaching methods in detailed factors

Figures

Figure 1: Students’ evaluation of grammar lessons in class

Figure 2: Students’ evaluation of the presentation of grammar points

Figure 3: Students’ ovalualion of pronunciation teaching

Figure 4: Students’ evaluations of the effectiveness of communicative activities

Table 3: Reasons why respondents thank of the role of English grammar

Table 4: Students” expectations for a grammar lesson in class

Table 5: Students’ cvaluation of the time for communicative activities

‘Table 6: ‘Tzachers’ aims in teaching English to stadents

Table 7; Taachers” focuses when leaching grarmnar Lo students

Table 8: Teachers’ reasons for choosing the current teaching method

‘Table 9: Factors teachers base on to choose a teaching method

Table 10: Teachers’ evaluation of their teaching methods

Table LI: Teachers’ evaluation of their teaching methods in detailed factors

Figures

Figure 1: Students’ evaluation of grammar lessons in class

Figure 2: Students’ evaluation of the presentation of grammar points

Figure 3: Students’ ovalualion of pronunciation teaching

Figure 4: Students’ evaluations of the effectiveness of communicative activities

13

Among these aims, the second one is the anthar’s priority in this research To achieve this aim, two other specific objectives were established The first sub-objective is to find out the Jeamers’ English learning expectations and their learning style preferences ‘These factors are crucial to affect the effectiveness of grammar learning and teaching and leamers’ evaluation of the offbriveness The sòond is (o understand the students” and teachers" views on the current grammar teaching methods with the aim of narrowing the gap between grammar teaching and jearning

amore effective?

1.4, Methods of the stusky

To reach the above aims, the study has been camied out with data collected from three different sources: (1) class observation (2) questionnaires and (3) follow-up interviews All

these instranents will be described in detail in Chapter 3

1.5 Significance of the study

It is hoped thal the findinyss from this sludy will be of some benefits to the teaches

sin

‘Vietnamese high schools in general, at YV HS in particular, especially those who are engaged

in grammar teaching The study contributes to onr understanding of the effectiveness of the curent grammar (caching methods based on lcaehcrs' and Icamers’ evaluation and offers some suggestions of needed changes to minimize the gap between the leamers’ expectations, interests and the actual practice of teaching and leaming