LIST OF TABLES AND CHARTS Table 1: Students’ awareness of the importance of grammar in Jearning English ‘Table 2: Students’ evaluation on difficulties in learning the 6" grade nglish gra
For tcachors ơ 42.1.1 Adapting and improving grammar materials
Improving lcachers’ methods 43 4.3.1.3 Helping students to be eonBdent
4.3.1.3 Helping students to be eonBdent 44
The students’ difficulties and the causes for those difficulties in learning
Students’ preference for the teachers’ grammar presentation approaches
External factors
1.5.2.1, Learning context 00 ccesees scree cetera ser seeeer nel 1.5.3.2 Teacher's methodology cs-ssccesscsssrseeeesensvee vena
THE STUDY 2.1, Research setting 18 3.1.1 An overview of Ngo Quyen Secondary School 18 2.1.2 The teachers’ background and their teaching conditions 18 24.3 The students of English "ơ -
Research questl908 uc vàn cà non non HH secssees ees ees eee nee 2O) 2.2.2 Subjects of the stuấy
Dala collection instruments x 2.2.3.1 the questionnaire
2.3.4 Data collection procedM68 chen cóc co, 22 2.2.5 Data analysis " "—— ees ssvateenn cerned
DATA ANALYSIS AND DISCUSSION 3.4 Results from the questionnaire for students 24 3.1.1 Tho students’ awareness of the importance of grammar in teaming English
3.4 Results from the questionnaire for students 24 3.1.1 Tho students’ awareness of the importance of grammar in teaming
After ten years of teaching English at Ngo Quyen Secondary School using new English textbooks, the researcher observed that both teachers and learners faced numerous challenges These difficulties extended beyond mastering the four language skills to include teaching and learning grammar effectively during Language Focus lessons.
Motivated by the need to enhance language education, this study aims to explore the realities of teaching and learning grammar in Language Hocus lessons at Ngo Quyen Secondary School The research seeks to identify key challenges faced by both teachers and students to develop effective strategies for improvement By uncovering these insights, the study hopes to provide immediate solutions that can enhance the quality of grammar instruction and student learning outcomes Ultimately, this research intends to contribute valuable recommendations for optimizing language teaching methodologies at Ngo Quyen Secondary School.
The aim of this study is to examine the current teaching and learning of grammar in Language Focus lessons using the new slandard textbook English 6 al Ngo
In order to achieve the aim, the study seeks to find out:
(1) The toachers’ und students’ perceptions on the importance of grammar leaching and leaming
(@) The teachers’ performance in he Language Focus lessons
(3) The teachers’ difficulties in teaching grammar in the Language Focus lessons
(4) Solution to overcome the difficulties in teaching grammar
‘To achieve the aim and objectives of the study, the following research questions were proposed:
1 How do the teachers and the students at Ngo Quyen Secondary School operate the process of English grammar teaching and learning?
2 What are the difficulties the teachers encounter in teaching English grammar in the language Focus lessons im “Tieng Anh 6” as pervcived by the teavhors and students?
English has become a global language of communication, connecting people worldwide In line with global integration, Vietnam has increasingly focused on training, achieving, and developing English proficiency to enhance international collaboration and opportunities.
Vietnamese students who can use English fluently for communication are a key goal of language education In 2002, the Ministry of Education and Training (MOET) established new objectives for English language teaching at the secondary level, aiming to improve students' communicative skills Additionally, a new series of English textbooks was introduced for grades 6 through 12 to support these initiatives and enhance English proficiency nationwide.
The new English textbooks for high school students are divided into two sets: advanced and standard, designed to cater to diverse learning needs They incorporate the latest teaching approaches, including the communicative and learner-centered methods, to enhance both language skills and knowledge Each unit features five sections—Reading, Speaking, Listening, Writing, and Language Focus—aimed at developing comprehensive language proficiency The Language Focus sections specifically help students consolidate pronunciation and grammar, ensuring well-rounded language development.
Since their nationwide implementation in the 2006-2007 school year, extensive research has been conducted to evaluate the effectiveness of these new textbooks Studies also focus on understanding how these textbooks are practically implemented in classrooms and identifying the challenges faced by teachers and high school students during teaching and learning processes.
Most existing research has focused on teaching and learning the four core language skills, which are considered new for both teachers and students However, there remains a significant gap in research addressing the teaching and learning of individual language elements, highlighting the need for further studies in this area.
The Language Focus section highlights an ongoing debate about whether teachers primarily teach grammar through communicative methods or traditional approaches Despite the significance of this issue, the question remains unanswered, emphasizing the need for further research It is crucial to investigate how teachers instruct and students learn grammar in real classroom settings to improve language teaching strategies and outcomes.
Students’ evaluation on difficulties in learning Unglish grammar 24
‘The students’ frequency in learning English grammar after the lessons at school 25,
3.1.4 Time for learning Hnglish compared with other subjects 26
3.1.5 Stuslerts’ evaluations of the grammar teaching in the Language Focus
Lessons ơ ee cae teens cee ene eee seventeen ces 26
3.1.7 The studerita’ agscastnent of the grammar exercises ti the textbook 28
3.1.8 The students’ difficulties and the causes for those difficulties in learning
3.19 Students’ preference for the teachers’ grammar presentation approaches ,31
3.1.10 Students’ favourite practice activities - 32 3.1.11 Student’s expectation for a better and more effective grammar lesson 33
3.2 Results from the questionnaire for teachers BA 3.2.1 the teachers’ awareness of the performance of grammar in teaching
3.2.2 The teachers" methoxls oŸ teacEimu grannnar 34
3.2.2.1 Teachers’ methods of presenting grammar 34 3.2.2.2 Teachers’ ways of giving grammar instructions 35 3.2.1.3 Teachers’ grammar practice activities - ơ- 3.2.1.4 Teachers’ techniques of dealing with the students’ errors 36
3.2.1.5 Factors affecting the way teachers ieach granunar 37
3.2.2 Difficultics in teaching grammar as perceived by the teachers 38
3.3 Results from elass observatiơn HH Hà triệt 39
CHAPTER 4: MA.IOR FINDINGS, ANT} RECOMMENDATIONS vi
English has become a universal means of communication worldwide, reflecting the growing trend of global integration Vietnam is increasingly active in training and achieving proficiency in English to adapt to this global shift, enhancing its connectivity and opportunities on the international stage.
In 2002, the Vietnamese Ministry of Education and Training (MOET) implemented new objectives for English language teaching at the secondary level, emphasizing the importance of students being able to use English fluently for communication To support this goal, a new series of English textbooks was introduced, covering grades 6 through 12, to enhance language proficiency and practical communication skills among students.
The new high school English textbooks are divided into two sets: advanced and standard, incorporating the latest teaching and learning methods They utilize communicative and learner-centered approaches to enhance both language skills and knowledge Each unit includes five parts: Reading, Speaking, Listening, Writing, and Language Focus, with the Language Focus sections designed to consolidate students’ pronunciation and grammar mastery.
Since their nationwide implementation in the 2006-2007 school year, extensive research has been conducted to evaluate these new textbooks, focusing on their effectiveness and implementation Studies have explored how teachers and students at high schools adapt to and face challenges when teaching and learning with these textbooks Understanding these difficulties is essential for improving educational outcomes and ensuring the successful integration of new curriculum materials.
Most existing studies focus on teaching and learning the four core language skills, which are often perceived as new for both teachers and students However, there is a noticeable lack of research on the teaching and learning of individual language elements, highlighting a significant gap in current educational literature Addressing this gap could enhance comprehensive language mastery and improve instructional strategies.
The Language Focus section highlights the ongoing debate over whether teachers primarily teach grammar through communicative methods or traditional approaches Despite this discussion, there is still a lack of definitive evidence on effective teaching practices Therefore, it is crucial to conduct further research to understand how teachers and students actually teach and learn grammar in real classroom settings, ultimately improving language instruction methodologies.
Students’ evaluation on difficulties in learning Unglish grammar 24
‘The students’ frequency in learning English grammar after the lessons at school 25,
3.1.4 Time for learning Hnglish compared with other subjects 26
3.1.5 Stuslerts’ evaluations of the grammar teaching in the Language Focus
Lessons ơ ee cae teens cee ene eee seventeen ces 26
3.1.7 The studerita’ agscastnent of the grammar exercises ti the textbook 28
3.1.8 The students’ difficulties and the causes for those difficulties in learning
3.19 Students’ preference for the teachers’ grammar presentation approaches ,31
3.1.10 Students’ favourite practice activities - 32 3.1.11 Student’s expectation for a better and more effective grammar lesson 33
3.2 Results from the questionnaire for teachers BA 3.2.1 the teachers’ awareness of the performance of grammar in teaching
3.2.2 The teachers" methoxls oŸ teacEimu grannnar 34
3.2.2.1 Teachers’ methods of presenting grammar 34 3.2.2.2 Teachers’ ways of giving grammar instructions 35 3.2.1.3 Teachers’ grammar practice activities - ơ- 3.2.1.4 Teachers’ techniques of dealing with the students’ errors 36
3.2.1.5 Factors affecting the way teachers ieach granunar 37
3.2.2 Difficultics in teaching grammar as perceived by the teachers 38
3.3 Results from elass observatiơn HH Hà triệt 39
CHAPTER 4: MA.IOR FINDINGS, ANT} RECOMMENDATIONS vi
1.5.2.1, Learning context 00 ccesees scree cetera ser seeeer nel 1.5.3.2 Teacher's methodology cs-ssccesscsssrseeeesensvee vena
3.1.1 An overview of Ngo Quyen Secondary School 18 2.1.2 The teachers’ background and their teaching conditions 18
2.3.1 Research questl908 uc vàn cà non non HH secssees ees ees eee nee 2O)
2.3.4 Data collection procedM68 chen cóc co, 22 2.2.5 Data analysis " "—— ees ssvateenn cerned
CHAPTER 3: DATA ANALYSIS AND DISCUSSION
3.4 Results from the questionnaire for students 24 3.1.1 Tho students’ awareness of the importance of grammar in teaming
LIST OF TABLES AND CHARTS
Table 1: Students’ awareness of the importance of grammar in Jearning English
‘Table 2: Students’ evaluation on difficulties in learning the 6" grade nglish grammar
Table 3: the students’ evaluation of the grammar lessons at school
Table 4: Ways of learning English grammar
Table 5: Students’ level of difficulties in learning Dnglish prammar
Table 6 Reasons (or difficulties in learning Fryglish grammar
Table 7: Students’ preference for the teachers’ grammar presentation approaches
Table 8: Students’ favourite grammar practice activities
Table 9: Suggestions (or learning grammar beticr and more effective
‘Table 10 ‘The teachers’ awareness of the importance of grammar in teaching English Table 11: Teachers’ methods of presenting grammar
Table 12 Teachers’ ways of giving grammar instructions
Table 13: Teachers’ grammar practice activities — Frequency of use
Table 14° Teachers’ techniques of dealing with students’ errars
‘Table 15: Factors influencing the way the teachers teach grammar
Table 16 Teachers” difficulties in teaching grammar
Chart 1: The students’ frequency in learning grammar after the lessons at school
Chart 2: Time for learning English compared with other
Chart 3: Students’ level of understanding of grammar structures presented in the LF lessons
Charl 4: The students’ assessment of the grammar exercises m the textbook vii
Students’ evaluation on difficulties in learning Unglish grammar 24
‘The students’ frequency in learning English grammar after the lessons at school 25,
3.1.4 Time for learning Hnglish compared with other subjects 26
3.1.5 Stuslerts’ evaluations of the grammar teaching in the Language Focus
Lessons ơ ee cae teens cee ene eee seventeen ces 26
3.1.7 The studerita’ agscastnent of the grammar exercises ti the textbook 28
3.1.8 The students’ difficulties and the causes for those difficulties in learning
3.19 Students’ preference for the teachers’ grammar presentation approaches ,31
3.1.10 Students’ favourite practice activities - 32 3.1.11 Student’s expectation for a better and more effective grammar lesson 33
3.2 Results from the questionnaire for teachers BA 3.2.1 the teachers’ awareness of the performance of grammar in teaching
3.2.2 The teachers" methoxls oŸ teacEimu grannnar 34
3.2.2.1 Teachers’ methods of presenting grammar 34 3.2.2.2 Teachers’ ways of giving grammar instructions 35 3.2.1.3 Teachers’ grammar practice activities - ơ- 3.2.1.4 Teachers’ techniques of dealing with the students’ errors 36
3.2.1.5 Factors affecting the way teachers ieach granunar 37
3.2.2 Difficultics in teaching grammar as perceived by the teachers 38
3.3 Results from elass observatiơn HH Hà triệt 39
CHAPTER 4: MA.IOR FINDINGS, ANT} RECOMMENDATIONS vi
4.1 Major indings — sis saseesiesisasenssessseess ass seesnnn®
4.1.1 Teacher's and students’ attitude towards the teaching of grammar 42
4.1.2 Teacher’s performance iti Language Focus lessons 42 4.1.3 Difficulties the teacher face when teaching grammar +
42.1.1 Adapting and improving grammar materials 43
4.3.1.3 Helping students to be eonBdent 44
4.2.1.4 Guiđing students’ home revision AS
4.2.1.5 Ruildmg a rapport with the class 45
42.21, Being aware of grammar cn AS
42.22 Cooperating wilh toacher and studenis 45
2, Limitations of the study and suggestions for further study
Appendix 1: Survey questionnaire for the teachers
Appendix 2: Survey questionnaire for the students ơ VI
Apppondix 3: Class observation checklist 1-4 c cà se se N
LIST OF ABBREVIATIONS MOET: Ministry of Education and Training
1.5.2.1, Learning context 00 ccesees scree cetera ser seeeer nel 1.5.3.2 Teacher's methodology cs-ssccesscsssrseeeesensvee vena
3.1.1 An overview of Ngo Quyen Secondary School 18 2.1.2 The teachers’ background and their teaching conditions 18
2.3.1 Research questl908 uc vàn cà non non HH secssees ees ees eee nee 2O)
2.3.4 Data collection procedM68 chen cóc co, 22 2.2.5 Data analysis " "—— ees ssvateenn cerned
CHAPTER 3: DATA ANALYSIS AND DISCUSSION
3.4 Results from the questionnaire for students 24 3.1.1 Tho students’ awareness of the importance of grammar in teaming
1.5.2.1, Learning context 00 ccesees scree cetera ser seeeer nel 1.5.3.2 Teacher's methodology cs-ssccesscsssrseeeesensvee vena
3.1.1 An overview of Ngo Quyen Secondary School 18 2.1.2 The teachers’ background and their teaching conditions 18
2.3.1 Research questl908 uc vàn cà non non HH secssees ees ees eee nee 2O)
2.3.4 Data collection procedM68 chen cóc co, 22 2.2.5 Data analysis " "—— ees ssvateenn cerned
CHAPTER 3: DATA ANALYSIS AND DISCUSSION
3.4 Results from the questionnaire for students 24 3.1.1 Tho students’ awareness of the importance of grammar in teaming
Students’ evaluation on difficulties in learning Unglish grammar 24
‘The students’ frequency in learning English grammar after the lessons at school 25,
3.1.4 Time for learning Hnglish compared with other subjects 26
3.1.5 Stuslerts’ evaluations of the grammar teaching in the Language Focus
Lessons ơ ee cae teens cee ene eee seventeen ces 26
3.1.7 The studerita’ agscastnent of the grammar exercises ti the textbook 28
3.1.8 The students’ difficulties and the causes for those difficulties in learning
3.19 Students’ preference for the teachers’ grammar presentation approaches ,31
3.1.10 Students’ favourite practice activities - 32 3.1.11 Student’s expectation for a better and more effective grammar lesson 33
3.2 Results from the questionnaire for teachers BA 3.2.1 the teachers’ awareness of the performance of grammar in teaching
3.2.2 The teachers" methoxls oŸ teacEimu grannnar 34
3.2.2.1 Teachers’ methods of presenting grammar 34 3.2.2.2 Teachers’ ways of giving grammar instructions 35 3.2.1.3 Teachers’ grammar practice activities - ơ- 3.2.1.4 Teachers’ techniques of dealing with the students’ errors 36
3.2.1.5 Factors affecting the way teachers ieach granunar 37
3.2.2 Difficultics in teaching grammar as perceived by the teachers 38
3.3 Results from elass observatiơn HH Hà triệt 39
CHAPTER 4: MA.IOR FINDINGS, ANT} RECOMMENDATIONS vi
4.1 Major indings — sis saseesiesisasenssessseess ass seesnnn®
4.1.1 Teacher's and students’ attitude towards the teaching of grammar 42
4.1.2 Teacher’s performance iti Language Focus lessons 42 4.1.3 Difficulties the teacher face when teaching grammar +
42.1.1 Adapting and improving grammar materials 43
4.3.1.3 Helping students to be eonBdent 44
4.2.1.4 Guiđing students’ home revision AS
4.2.1.5 Ruildmg a rapport with the class 45
42.21, Being aware of grammar cn AS
42.22 Cooperating wilh toacher and studenis 45
2, Limitations of the study and suggestions for further study
Appendix 1: Survey questionnaire for the teachers
Appendix 2: Survey questionnaire for the students ơ VI
Apppondix 3: Class observation checklist 1-4 c cà se se N
4.1 Major indings — sis saseesiesisasenssessseess ass seesnnn®
4.1.1 Teacher's and students’ attitude towards the teaching of grammar 42
4.1.2 Teacher’s performance iti Language Focus lessons 42 4.1.3 Difficulties the teacher face when teaching grammar +
42.1.1 Adapting and improving grammar materials 43
4.3.1.3 Helping students to be eonBdent 44
4.2.1.4 Guiđing students’ home revision AS
4.2.1.5 Ruildmg a rapport with the class 45
42.21, Being aware of grammar cn AS
42.22 Cooperating wilh toacher and studenis 45
2, Limitations of the study and suggestions for further study
Appendix 1: Survey questionnaire for the teachers
Appendix 2: Survey questionnaire for the students ơ VI
Apppondix 3: Class observation checklist 1-4 c cà se se N
English has now become a universal language for global communication, facilitating connections across the world In line with the trend of global integration, Vietnam has actively and dynamically enhanced its efforts to teach and promote English proficiency among its population.