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

According 1o Woud 1995, "mobody oan doubl thal a good knowlerge of the granmnalioaÏ system is essential to master a foreign language and it is also one of the most important parts of com

VIETNAM NATION UNIVERSITY, HANOD COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST-GRADUATE STUDIES

Le Thi Phuong Thao

A COMPARATIVE STUDY OF THE EFFECT OF A TASK-BASED

INSTRUCTION AT VIETNAMESE UPPER SECONDARY SCHOOLS

AN EXPERIMENTAL RESEARCH

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

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

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

MINOR THESIS

HELD: ENGLISH METHODOLOGY

CODE: 601410

1.2.1 The NuÏ Hypothesis (Ho) ccce

1.2.2 The Allemative 1Typothssis (T11)

1.8 Parpose 0ƒ the giulf9 à àeccoe

1.4 Importam of the study

LS The setting und background

CHAPTER 2: LITERATURE REVIEW

2.1 The role of gramimar in English language TeaCRẲNg coi

2.1.1, Arguments against grammar teaching

2.1.2 Research supporting grammar teaching

2.2 Grammar teaching as Process or as Product

2.2.1 The process of language learning

2.2.2 Toaching grarumiat as product

2.2.3, Teaching grammar as process

2.3 Grammar and methods of language teaching

2.3.1 Grammar-Translation Method

2.3.1.1, Characteristics of Grammar-Translation Method

2.3.1.2 Advantages of Grammar-Translation Method

2.3.1.3 Drawbacks of Giammar-Translation Method

3.3.3 Task-based approach to grammar teaching

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

iv

2.3.2.3 The implementation of task-based approach

2.3.2.4, Integration of the lask-based teaching approach into

grammar teaching seve 2.3.2.5, Advantages of task-based approach

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

CIIATTER 3: RESEARCH METHODOLOGY

3.1 Methodology

3.1.1 Subjects

1.2 Variables and constants

3.2, Research instruments oo cece

3.3 Data collection

3.4, Achievement Tests

3.4.1 PIe-tesl ccieieioee

3.4.2 Post-test

3.4.3 Other data sources:

3.5, Hypotheses testing instrument

CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS

AS, Pre-test results

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

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

42 Posi-iest resÄlfS

42.1, Analysis of overall mean performance

4.2.2 Descriptive group slatistics of he post-tes! result

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

43 Hypothesis testing

44, Classroom observation report

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary of the findings

Sid CORCRSIONS csc csses cst cereeeeeieetnsee

5.8 Recortuneidafl0itS

5.4, Limitations of the su

5.5 Suggestions for fiurther study

REFERENCES 0.0 cecscctssecssssseneseseicseiaeinenseesae

ba

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

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

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

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

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

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

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

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

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

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

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

LIST OF TABLES

Table 1: Willis's model for task-based instruction

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

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

Table 4: Descriptive Group Statistics of the Post-tssf

test of the Post-test

‘Table 5: Independent Sample:

LIST OF GRAPIIS

Graph |: Frequency distribution of scores of the Control class

Graph 2; Froqucney distribution of scores of the Study class

29 28

through task-based approach is effective Accordingly the following hypotheses are

formulated

1.2 Lypotheses

1.2.1, The Nuil Hypothesis (Ho)

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

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

1.2.2, [he Alternative Elypothests (L11)

There will be significant difference between the effectiveness of grammar-

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

1.3 Purpose of the Study

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

schools,

1.4, Importance of the Study

‘This study is important in that

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

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

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

1.5, The setting and background

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

Second Language Task-based

Task-based Approach

Task-based Instruction

ba

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

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

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

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

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

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

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

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

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

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

through task-based approach is effective Accordingly the following hypotheses are

formulated

1.2 Lypotheses

1.2.1, The Nuil Hypothesis (Ho)

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

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

1.2.2, [he Alternative Elypothests (L11)

There will be significant difference between the effectiveness of grammar-

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

1.3 Purpose of the Study

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

schools,

1.4, Importance of the Study

‘This study is important in that

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

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

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

1.5, The setting and background

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

Second Language Task-based

Task-based Approach

Task-based Instruction

Second Language Task-based

Task-based Approach

Task-based Instruction

LIST OF TABLES

Table 1: Willis's model for task-based instruction

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

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

Table 4: Descriptive Group Statistics of the Post-tssf

test of the Post-test

‘Table 5: Independent Sample:

LIST OF GRAPIIS

Graph |: Frequency distribution of scores of the Control class

Graph 2; Froqucney distribution of scores of the Study class

29 28

Second Language Task-based

Task-based Approach

Task-based Instruction

Second Language Task-based

Task-based Approach

Task-based Instruction

ba

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

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

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

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

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

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

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

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

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

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

ba

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

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

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

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

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

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

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

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

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

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

APPENDICES T

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

APPENDICES T

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

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

APPENDICES T

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

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

Second Language Task-based

Task-based Approach

Task-based Instruction

Second Language Task-based

Task-based Approach

Task-based Instruction

CHAPTER 1: INTRODUCTIO

One of the most important cloments necessary to acquire a language is grammar Not only in terms of the first language, but also of the second language, grammar is of

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

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

communicative view.”

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

Isc lwsk-b

iach English to Vietnam

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

students loday bei (caching is an importanl

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

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

1.1 Rationale

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

Second Language Task-based

Task-based Approach

Task-based Instruction

LIST OF TABLES

Table 1: Willis's model for task-based instruction

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

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

Table 4: Descriptive Group Statistics of the Post-tssf

test of the Post-test

‘Table 5: Independent Sample:

LIST OF GRAPIIS

Graph |: Frequency distribution of scores of the Control class

Graph 2; Froqucney distribution of scores of the Study class

29 28

ba

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

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

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

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

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

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

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

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

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

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

CHAPTER 1: INTRODUCTIO

One of the most important cloments necessary to acquire a language is grammar Not only in terms of the first language, but also of the second language, grammar is of

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

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

communicative view.”

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

Isc lwsk-b

iach English to Vietnam

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

students loday bei (caching is an importanl

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

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

1.1 Rationale

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

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

Second Language Task-based

Task-based Approach

Task-based Instruction

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

APPENDICES T

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

through task-based approach is effective Accordingly the following hypotheses are

formulated

1.2 Lypotheses

1.2.1, The Nuil Hypothesis (Ho)

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

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

1.2.2, [he Alternative Elypothests (L11)

There will be significant difference between the effectiveness of grammar-

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

1.3 Purpose of the Study

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

schools,

1.4, Importance of the Study

‘This study is important in that

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

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

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

1.5, The setting and background

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

LIST OF TABLES

Table 1: Willis's model for task-based instruction

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

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

Table 4: Descriptive Group Statistics of the Post-tssf

test of the Post-test

‘Table 5: Independent Sample:

LIST OF GRAPIIS

Graph |: Frequency distribution of scores of the Control class

Graph 2; Froqucney distribution of scores of the Study class

29 28

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

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

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

enthusiastic in their teaching

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

1.6 Definition of terminology

‘The terms which are commonly used in this thesis are granuaar teaching, grammar

instruction, granmar-wanslation mathod, and task-hased approach AWhough there may

be some connctational meaning between grammar feaching and grammar msivuction,

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

interchangeably ‘Ihe approach means the theary abont nature of grammar and how

grammar should be taught accordingly

1.7 Design of the study

The thesis contains five chapters

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

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

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

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

APPENDICES T

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