Luận văn a survey on students’ attitudes to deductive and inductive approaches to teaching english grammar for grade 11th at bac kan gifted high school

VIETNAM NATIONAL UNIVERSITY, HANOL ULVERSITY O¥ LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRINH THANH HUYEN A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AN

VIETNAM NATIONAL UNIVERSITY, HANOL ULVERSITY O¥ LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

TRINH THANH HUYEN

A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR

GRADE 11 AT BAC KAN GIFTED DIGI SCHOOL

Nghiên cứu điều tra thai độ cúa học sinh dỗi với phương pháp diễn dịch và quy

nạp trong giảng dạy ngữ pháp tiếng Anh tại lớp 11 trường trung học phổ thông

chuyên Bắc Kụn

M.A MLNOR PROGRAMME THESIS

Major: English Teaching Methodology Code: 60140111

TIANOT - 2016

VIETNAM NATIONAL UNIVERSITY, HANOL ULVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES:

FACULTY OF POST - GRADUATE STUDIES

TRINH THANH HUYEN

A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR

GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL

Nghiên cứu diễu tra thái độ của học sinh dấi với phương pháp diễn dịch và quy nạp trong giảng dạy ngữ pháp tiếng Anh tại lớp 11 trường trung học phế thông

chuyên Bắc Kạn

LA MINOR PROGRAMME THESIS

Major: English Teaching Methodology Code: 60140111

Supervisor: Dr Dễ Tuân Minh

THANOH - 2016

CERTIFICATE OF ORIGINALITY

J, the undersigned, hereby certify my authority of the study project report entitled A

SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE

APPROACHES TO TEACHING ENGLISH GRAMMAR FOR GRADE 11 AT

BAC KAN GIFTED IIGI SCIIOOL submitted in partial fulfillment of the

requirements for the degree of Master in English Language Teaching Except where

the reference is indicated, no other person’s work tas been used without duc

acknowledgement in the text of the thesis

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

ABSTRACT

The present survey study seeks to investigate students’ attitudes to English grammar icaching approaches Specifically, it has explored the aililudes towards deductive and inductive approaches to English grammar teaching held by thirty eleven — form

suadenis in English — specialived class coded as A al Rac Kan Gilied High School

The instruments for data collection to serve the aun of the rescarch are survey questionnaire, semi — structured interview and classroom cbservation After a

careful long time of collecting and analyzing valuable dala, il is revealed in the study that students showed favorable attitudes to inductive approach rather than deductive approach The reasons for their favor were uncovered that the rule — driven path or the deductive approach is monotonous, uninteresting and demotivating for them, while the inductive path is considered more helpful as it makes students become more active rather than passive as recipient only When they were asked to show their opinions on the most appropriate way of teaching to enhance students’ grammar leaming quality, they preferred their teacher to appropriately combine both approaches for the sake of effective grammar teaching and learning The tesearcher bas offered some pedagogical suggestions emerged from the research findings to the context under investigation with the hope to bring

about some changes and progresses in English grammar teaching for the sake of

effective graramuar learning on the part of students

ii

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

LIST OF TABLES AND FIGURES

Questionnaire Structure and Question Purposes Semi structured Interview Structure and Question Purposes

Current Grammar Teaching Aids

Twportance of Grammar

Importance of Attitude in Grammar Study

Attitudes to Deductive Approach

Antonyms and Synonyms ‘Teaching

Attitudes to Inductive Approach

The Simple Present Tense Teaching Comparative Adjectives Teaching

Altitudes 10 the Combination of both Approaches

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

ABSTRACT

The present survey study seeks to investigate students’ attitudes to English grammar icaching approaches Specifically, it has explored the aililudes towards deductive and inductive approaches to English grammar teaching held by thirty eleven — form

suadenis in English — specialived class coded as A al Rac Kan Gilied High School

The instruments for data collection to serve the aun of the rescarch are survey questionnaire, semi — structured interview and classroom cbservation After a

careful long time of collecting and analyzing valuable dala, il is revealed in the study that students showed favorable attitudes to inductive approach rather than deductive approach The reasons for their favor were uncovered that the rule — driven path or the deductive approach is monotonous, uninteresting and demotivating for them, while the inductive path is considered more helpful as it makes students become more active rather than passive as recipient only When they were asked to show their opinions on the most appropriate way of teaching to enhance students’ grammar leaming quality, they preferred their teacher to appropriately combine both approaches for the sake of effective grammar teaching and learning The tesearcher bas offered some pedagogical suggestions emerged from the research findings to the context under investigation with the hope to bring

about some changes and progresses in English grammar teaching for the sake of

effective graramuar learning on the part of students

ii

1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to Unglish Grammar ‘Teaching

1.3.1 Advantages and Disadvantages al Tnduclive Approach

1.3.2 Advantages aud Disadvantages of Deductive Approach

1.4, Students’ Attitudes towards English Grammar Instruction

1.41 Defining Students’ Attitudes

1.4.2 Components o£ Atfifude

1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction,

2.6, Data Collection Procedure teers

2.7 Methods of Data Analysis

CHAPTER II: FINDLNGS AND DISCUSSION

3.1 Findings

3.1.1 Quantitative Data Fimdings

3.1.L.1 Overview of the Current Grammar Teaching Aids at Bac Kan

Gifled High School

3.1.1.2 Attitudes to Grammar 'Teaching Approaches

3.1 1.2.1 Importance of Grammar 3.11.22 Tmportanes of Aulitude in Grammar Study

LIST OF TABLES AND FIGURES

Questionnaire Structure and Question Purposes Semi structured Interview Structure and Question Purposes

Current Grammar Teaching Aids

Twportance of Grammar

Importance of Attitude in Grammar Study

Attitudes to Deductive Approach

Antonyms and Synonyms ‘Teaching

Attitudes to Inductive Approach

The Simple Present Tense Teaching Comparative Adjectives Teaching

Altitudes 10 the Combination of both Approaches

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to Unglish Grammar ‘Teaching

1.3.1 Advantages and Disadvantages al Tnduclive Approach

1.3.2 Advantages aud Disadvantages of Deductive Approach

1.4, Students’ Attitudes towards English Grammar Instruction

1.41 Defining Students’ Attitudes

1.4.2 Components o£ Atfifude

1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction,

2.6, Data Collection Procedure teers

2.7 Methods of Data Analysis

CHAPTER II: FINDLNGS AND DISCUSSION

3.1 Findings

3.1.1 Quantitative Data Fimdings

3.1.L.1 Overview of the Current Grammar Teaching Aids at Bac Kan

Gifled High School

3.1.1.2 Attitudes to Grammar 'Teaching Approaches

3.1 1.2.1 Importance of Grammar 3.11.22 Tmportanes of Aulitude in Grammar Study

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

3.1.1.2.3 Aititudos to Dcductive Approadh seni dE

3.1.1.2.4 Attitudes to Inductive Approach A

3.1.1.2.5 AIHdes to the Combination of both Induelive and Deducive

3.1.2, Qualitative Data Findings co Ms

3.1.2.1 Attitudes lo Deductive Approach 41

3.1.2.2 Attitudes to Inductive Approach Si 47) 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive

3.2 Discussion of the Findings cccc cover - 44

1 Peđagogical Implications 22222 2t 222222 server 46

RREERENCBS TH HH 1011.0111111 0.1101 ¬— aú.)

AFPENDXB

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

LIST OF TABLES AND FIGURES

Questionnaire Structure and Question Purposes Semi structured Interview Structure and Question Purposes

Current Grammar Teaching Aids

Twportance of Grammar

Importance of Attitude in Grammar Study

Attitudes to Deductive Approach

Antonyms and Synonyms ‘Teaching

Attitudes to Inductive Approach

The Simple Present Tense Teaching Comparative Adjectives Teaching

Altitudes 10 the Combination of both Approaches

1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to Unglish Grammar ‘Teaching

1.3.1 Advantages and Disadvantages al Tnduclive Approach

1.3.2 Advantages aud Disadvantages of Deductive Approach

1.4, Students’ Attitudes towards English Grammar Instruction

1.41 Defining Students’ Attitudes

1.4.2 Components o£ Atfifude

1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction,

2.6, Data Collection Procedure teers

2.7 Methods of Data Analysis

CHAPTER II: FINDLNGS AND DISCUSSION

3.1 Findings

3.1.1 Quantitative Data Fimdings

3.1.L.1 Overview of the Current Grammar Teaching Aids at Bac Kan

Gifled High School

3.1.1.2 Attitudes to Grammar 'Teaching Approaches

3.1 1.2.1 Importance of Grammar 3.11.22 Tmportanes of Aulitude in Grammar Study

ABSTRACT

The present survey study seeks to investigate students’ attitudes to English grammar icaching approaches Specifically, it has explored the aililudes towards deductive and inductive approaches to English grammar teaching held by thirty eleven — form

suadenis in English — specialived class coded as A al Rac Kan Gilied High School

The instruments for data collection to serve the aun of the rescarch are survey questionnaire, semi — structured interview and classroom cbservation After a

careful long time of collecting and analyzing valuable dala, il is revealed in the study that students showed favorable attitudes to inductive approach rather than deductive approach The reasons for their favor were uncovered that the rule — driven path or the deductive approach is monotonous, uninteresting and demotivating for them, while the inductive path is considered more helpful as it makes students become more active rather than passive as recipient only When they were asked to show their opinions on the most appropriate way of teaching to enhance students’ grammar leaming quality, they preferred their teacher to appropriately combine both approaches for the sake of effective grammar teaching and learning The tesearcher bas offered some pedagogical suggestions emerged from the research findings to the context under investigation with the hope to bring

about some changes and progresses in English grammar teaching for the sake of

effective graramuar learning on the part of students

ii

LIST OF ABBREVIATIONS

EEL English as a Foreign Language

PART A: INTRODUCTION ocecccceesscnesieerissesssseesseanesienssaneeriies

I Rationale for the Research

LL Aim and Objectives of the esearch, con reee

TIL Research Questions

TV Scope of the Research

V Methods of the Study

VI Significance of the Research

VII Structural Organization of the Thesis

CHAPTER I: LITERATURE REVIEW

1.1 Overview of English Grammar

1.1.1 The Concept of Grammar

1.2 The Role of Grammar in Teaching English as a Foreign Tanguage 7

1.2 Approaches lo Ôrantunar Instructon se

1.3.1 Experientia] 'Teaching Approach

1.22 Analytic Teaching Approach

1.2.3 Implicit and Explicit Approach se

1.2.4 Intralingual and Crosslingual Dimension

1.2.5 Deductive and Inductive Approach

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to Unglish Grammar ‘Teaching

1.3.1 Advantages and Disadvantages al Tnduclive Approach

1.3.2 Advantages aud Disadvantages of Deductive Approach

1.4, Students’ Attitudes towards English Grammar Instruction

1.41 Defining Students’ Attitudes

1.4.2 Components o£ Atfifude

1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction,

2.6, Data Collection Procedure teers

2.7 Methods of Data Analysis

CHAPTER II: FINDLNGS AND DISCUSSION

3.1 Findings

3.1.1 Quantitative Data Fimdings

3.1.L.1 Overview of the Current Grammar Teaching Aids at Bac Kan

Gifled High School

3.1.1.2 Attitudes to Grammar 'Teaching Approaches

3.1 1.2.1 Importance of Grammar 3.11.22 Tmportanes of Aulitude in Grammar Study

PART A: INTRODUCTION ocecccceesscnesieerissesssseesseanesienssaneeriies

I Rationale for the Research

LL Aim and Objectives of the esearch, con reee

TIL Research Questions

TV Scope of the Research

V Methods of the Study

VI Significance of the Research

VII Structural Organization of the Thesis

CHAPTER I: LITERATURE REVIEW

1.1 Overview of English Grammar

1.1.1 The Concept of Grammar

1.2 The Role of Grammar in Teaching English as a Foreign Tanguage 7

1.2 Approaches lo Ôrantunar Instructon se

1.3.1 Experientia] 'Teaching Approach

1.22 Analytic Teaching Approach

1.2.3 Implicit and Explicit Approach se

1.2.4 Intralingual and Crosslingual Dimension

1.2.5 Deductive and Inductive Approach

LIST OF TABLES AND FIGURES

Questionnaire Structure and Question Purposes Semi structured Interview Structure and Question Purposes

Current Grammar Teaching Aids

Twportance of Grammar

Importance of Attitude in Grammar Study

Attitudes to Deductive Approach

Antonyms and Synonyms ‘Teaching

Attitudes to Inductive Approach

The Simple Present Tense Teaching Comparative Adjectives Teaching

Altitudes 10 the Combination of both Approaches

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.

ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people T would like to (ake this opportunily to (hank then all most

sinoerely,

First and foremost, | would like to express my sincere gratitude to Dr Do ‘fuan

Minh, my supervisor, who has paliently and conslantly supporled me through the

stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher

‘A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted Iligh School and many others, without whose support and encouragement it

would never have been possible for me to have thts thesis accomplished,

Last but not least, I am greatly indebted to my family and friends for the sacrifice

they have devoted 1o dhe fuliilment of this academic work Their tove will always

be my sunshine in my road to success.