The combining arrangement 2.6.4 ‘The individual arrangement 2.6.5 The grammar activities for group work 2.6.5.1, Doing grammar exercises Chapter TTT: Develupment of the research 3.1 The
Trang 1HOÀNG THỊ MINH PHƯƠNG
USING GROUP WORK IN ENGLISTI GRAMMAR LESSONS FOR FIRST-YEAR STUDENTS IN THE COLLEGE OF
TECHNOLOGIES AND ECONOMICS IN TRADE
NGHIEN CUU VIEC 8U DUNG PHƯƠNG PHÁP HỌC NHÓM TRONG VIỆC
DẠY NGŨ PHÁP TIENG ANH CHO SINH VIÊN NĂM THU NHAT TRUONG:
CAO PANG KINE TA-KY THUAT THUONG MAT
M.A MINOR THESIS
Field : English Teaching Methodology Code : 601410
HANOI — 2010
Trang 2
VIETNAM NATIONAL UNIVERSITY, HANOT
COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST - GRADUATE STUDIES,
To eB ay
HOÀNG THỊ MINH PHƯƠNG
USING GROUP WORK IN ENGLISH GRAMMAR LESSONS FOR FIRST-YEAR STUDENTS IN THE COLLEGE OF
TECHNOLOGIES AND ECONOMICS IN TRADE
NGHIÊN CỨU VIỆC SỬ DỤNG PHƯƠNG PHÁP HỌC NHÓM TRƠNG VIỆC
DẠY NGỮ PHÁP TIỀNG ANH CHO SINH VIÊN NAM THỨ NAAT TRƯỞNG
CAO ĐẲNG KINH TẾ-KỸ THUẬT THƯỜNG MẠI
M.A MINOR TIIESIS
Wield : Knglish T'caching Methodology
Code : 601410
Supervisor : Lê Văn Canh, M.A
HANOT — 2010
Trang 31.4, Methods of the study
1.5 Scope of the study
1.6 Design of the study
Chapter II: Literature review
2.1, The role of grammar in ELT
2.2 Definition of group work
2.3 Group work in CLI: advantages and limitations of using group work
2.3.1 Advantages of using group work
2.3.1.1, Group work increases students’ talking time
2.3.1.2, Group work creales a more scoure and positive classroom atransphere 2.3.1.3, Group work gives chance for students learning ftom each other
2.3.1.4, Group work motivates learners
2.3.1.5, Group work has positive effect on the teachers
2.3.2 Limilations of using group work
2.3.2.1 Students often speak in their native language
2.3.2.2 Students do not take the same equal responsibilities in the group
2.3.2.3 Using group work can make noise and indiscipline
2.3.2.4, Teacher may lack of tims
2.4, Studies on the use of group work in foreign language teaching and learning, 2.5 Reasons of using group work int grammar leacting
2.5.1 Challenges in teaching grammar
2.5.2 Reasons of using group work in grannmar leaching,
tot tà
Trang 42.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 5LIST OF TABLES AND FIGURES
Table 1: Factors involved in group work
Table 2: The sturtent’s justification of the learning atmosphere in grammar fessens
Table 3: The reasons lead to boring leaming atmosphere in grammar lessons
Table 4: Students’ attitude towards using group work for grammar lessons
Table 5: The personality of students in learning generally
‘Table 6: The changes in students” attitudes towards using group work
Table 7: Students’ evaluation of using group work lo learn grammar
Figure 1: Students’ participation in grammar lesson before and after using group work
vii
30
Trang 6T choose the topic also because of my own interest as ä loacher af English, T arm myself always interested in teaching grammar and 1 have never stopped finding new ways
of teaching cach grammar items I have observed teachers in my college and in other places teaching grammar, cach of thom have different ways of teaching; however, it is so difficult to make grammar teaching satisfactory to all students It is not easy to find that if only follow some unchanged ways to teach grammar, students and teachers themselves wilt [eel monotonous Thal’s why il is always haunled in my mind how to make teaching and learning English grammar easier and ¡more interesting for myself and my students, Applying group work in teaching grammar lessons is new ideas and maybe it is the best
answer Lo Ty question By
ing group work, sludents are supposed to participate more im the leaning process, so they would be more motivated and successfill, Of course, there is
no single method that satisfies all teaching and leaming situations but at least, | know that |
am on the way of improving my teaching method
Trang 72.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 81.2 Aims of the study
‘The specific aims of the study are
«To ind out the students’ attitudinal changes about grammar and grammar learning
* To find out the students’ evaluation about the effectiveness of applying group work
in teaching English grammar
1) What are the first-year-students’ allitudes towards grammar?
2) Llow does grammar practice in groups affect the students’ attitudes towards
grammar?
3) What do studenis perceive of the henefils and litnitations of using group work in Jeamning grammar?
1.4, Methods of the study
The main methods used in this action research are questionnaires survey and classroom observation A survey on the use of group work in teaching English prammar was conducted for two classes with about 85-first-year non-English major students in CET College Besides using questionnaires, classtoom observation is also used to observe the elassroom behavior and students” parformance on the grarmmnar tessons
15 cope of the study
Using group work in English teaching methodologies is one of the most popular
for all of the
methods of commomicative language touching and it can be appliod wi
language teaching skills, However, due to the time and length constraint of the study, this thesis only focuses on the use of group work in English grammar lessons for first year
students in CTET College.
Trang 9CHAPTER II: LITERATURE REVIEW
This chapter reviews the literature on general aspects of group work in the light of ELY and the use of group work in grammar practice, Lirst, a review of the role of grammar
in foreign language teaching is prescnicd This is followed by a discussion af using group work in teaching grammar
2.1 The role of grammar in ELT
Over the past few years, whether or not grammar should be taught explicitly or implicitly has been a controversial issue Until now two main opposing opinions exist among many linguistics and re
rehers, The first view is agains! tcaching: grammar Extensive grammar research has shown that grammar should be neglected in teaching
English ever since communicative methodology appeared in 1970s It was claimed that
language should be acquired through natural exposure, not through formal instruction (Krashen as cited in Nassaji & Fotos) In Natural Approach ( Krashen and Terrell: 1983), Krashen distinguishes leaning ( explicit knowledge) and acquisition ( implicit knowledge)
Te points out that these are cases where tearting bas taken place, bul some learners are still unable to use what have learnt in the conversation, because he has not yet acquired them
So, according to him, teachers should give a lot of communication activities in class so studenis can acquire kmguage Opposing with the views abave, recent sludies have demonstrated that grammar instruction enables learners to attain high level of proficiency, both in accuracy and dmency Without grammar, learners can communicate effectively
only in limited munber of situation (Vlorez, 1999) Giving strong support to grammar
icaching, Smith (2001) claimed that if we do nol pay allention lo grammar nor create opportunities for learners to improve their grammar, they are likely to stand the risk off fossilization,
As for me, through my cxpericnee and observation, poor English grammar hinders the pace and quality of learning English, Students can obtain English much more easily if they pay enongh allention to granwnar right fom the beginning Further tore, grammar teaching ean be beneficial to learners in the sense that it raises learner’s consciousness conceming the differences aud similarities of the fist language and the second language
‘This will help students to avoid making mistakes when learning English
Trang 101.2 Aims of the study
‘The specific aims of the study are
«To ind out the students’ attitudinal changes about grammar and grammar learning
* To find out the students’ evaluation about the effectiveness of applying group work
in teaching English grammar
1) What are the first-year-students’ allitudes towards grammar?
2) Llow does grammar practice in groups affect the students’ attitudes towards
grammar?
3) What do studenis perceive of the henefils and litnitations of using group work in Jeamning grammar?
1.4, Methods of the study
The main methods used in this action research are questionnaires survey and classroom observation A survey on the use of group work in teaching English prammar was conducted for two classes with about 85-first-year non-English major students in CET College Besides using questionnaires, classtoom observation is also used to observe the elassroom behavior and students” parformance on the grarmmnar tessons
15 cope of the study
Using group work in English teaching methodologies is one of the most popular
for all of the
methods of commomicative language touching and it can be appliod wi
language teaching skills, However, due to the time and length constraint of the study, this thesis only focuses on the use of group work in English grammar lessons for first year
students in CTET College.
Trang 111.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 12T choose the topic also because of my own interest as ä loacher af English, T arm myself always interested in teaching grammar and 1 have never stopped finding new ways
of teaching cach grammar items I have observed teachers in my college and in other places teaching grammar, cach of thom have different ways of teaching; however, it is so difficult to make grammar teaching satisfactory to all students It is not easy to find that if only follow some unchanged ways to teach grammar, students and teachers themselves wilt [eel monotonous Thal’s why il is always haunled in my mind how to make teaching and learning English grammar easier and ¡more interesting for myself and my students, Applying group work in teaching grammar lessons is new ideas and maybe it is the best
answer Lo Ty question By
ing group work, sludents are supposed to participate more im the leaning process, so they would be more motivated and successfill, Of course, there is
no single method that satisfies all teaching and leaming situations but at least, | know that |
am on the way of improving my teaching method
Trang 133.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
26
29
Trang 14CHAPTER II: LITERATURE REVIEW
This chapter reviews the literature on general aspects of group work in the light of ELY and the use of group work in grammar practice, Lirst, a review of the role of grammar
in foreign language teaching is prescnicd This is followed by a discussion af using group work in teaching grammar
2.1 The role of grammar in ELT
Over the past few years, whether or not grammar should be taught explicitly or implicitly has been a controversial issue Until now two main opposing opinions exist among many linguistics and re
rehers, The first view is agains! tcaching: grammar Extensive grammar research has shown that grammar should be neglected in teaching
English ever since communicative methodology appeared in 1970s It was claimed that
language should be acquired through natural exposure, not through formal instruction (Krashen as cited in Nassaji & Fotos) In Natural Approach ( Krashen and Terrell: 1983), Krashen distinguishes leaning ( explicit knowledge) and acquisition ( implicit knowledge)
Te points out that these are cases where tearting bas taken place, bul some learners are still unable to use what have learnt in the conversation, because he has not yet acquired them
So, according to him, teachers should give a lot of communication activities in class so studenis can acquire kmguage Opposing with the views abave, recent sludies have demonstrated that grammar instruction enables learners to attain high level of proficiency, both in accuracy and dmency Without grammar, learners can communicate effectively
only in limited munber of situation (Vlorez, 1999) Giving strong support to grammar
icaching, Smith (2001) claimed that if we do nol pay allention lo grammar nor create opportunities for learners to improve their grammar, they are likely to stand the risk off fossilization,
As for me, through my cxpericnee and observation, poor English grammar hinders the pace and quality of learning English, Students can obtain English much more easily if they pay enongh allention to granwnar right fom the beginning Further tore, grammar teaching ean be beneficial to learners in the sense that it raises learner’s consciousness conceming the differences aud similarities of the fist language and the second language
‘This will help students to avoid making mistakes when learning English
Trang 153.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
26
29
Trang 161.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 171.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 18CHAPTER II: LITERATURE REVIEW
This chapter reviews the literature on general aspects of group work in the light of ELY and the use of group work in grammar practice, Lirst, a review of the role of grammar
in foreign language teaching is prescnicd This is followed by a discussion af using group work in teaching grammar
2.1 The role of grammar in ELT
Over the past few years, whether or not grammar should be taught explicitly or implicitly has been a controversial issue Until now two main opposing opinions exist among many linguistics and re
rehers, The first view is agains! tcaching: grammar Extensive grammar research has shown that grammar should be neglected in teaching
English ever since communicative methodology appeared in 1970s It was claimed that
language should be acquired through natural exposure, not through formal instruction (Krashen as cited in Nassaji & Fotos) In Natural Approach ( Krashen and Terrell: 1983), Krashen distinguishes leaning ( explicit knowledge) and acquisition ( implicit knowledge)
Te points out that these are cases where tearting bas taken place, bul some learners are still unable to use what have learnt in the conversation, because he has not yet acquired them
So, according to him, teachers should give a lot of communication activities in class so studenis can acquire kmguage Opposing with the views abave, recent sludies have demonstrated that grammar instruction enables learners to attain high level of proficiency, both in accuracy and dmency Without grammar, learners can communicate effectively
only in limited munber of situation (Vlorez, 1999) Giving strong support to grammar
icaching, Smith (2001) claimed that if we do nol pay allention lo grammar nor create opportunities for learners to improve their grammar, they are likely to stand the risk off fossilization,
As for me, through my cxpericnee and observation, poor English grammar hinders the pace and quality of learning English, Students can obtain English much more easily if they pay enongh allention to granwnar right fom the beginning Further tore, grammar teaching ean be beneficial to learners in the sense that it raises learner’s consciousness conceming the differences aud similarities of the fist language and the second language
‘This will help students to avoid making mistakes when learning English
Trang 192.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 201.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 213.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
26
29
Trang 22T choose the topic also because of my own interest as ä loacher af English, T arm myself always interested in teaching grammar and 1 have never stopped finding new ways
of teaching cach grammar items I have observed teachers in my college and in other places teaching grammar, cach of thom have different ways of teaching; however, it is so difficult to make grammar teaching satisfactory to all students It is not easy to find that if only follow some unchanged ways to teach grammar, students and teachers themselves wilt [eel monotonous Thal’s why il is always haunled in my mind how to make teaching and learning English grammar easier and ¡more interesting for myself and my students, Applying group work in teaching grammar lessons is new ideas and maybe it is the best
answer Lo Ty question By
ing group work, sludents are supposed to participate more im the leaning process, so they would be more motivated and successfill, Of course, there is
no single method that satisfies all teaching and leaming situations but at least, | know that |
am on the way of improving my teaching method
Trang 23T choose the topic also because of my own interest as ä loacher af English, T arm myself always interested in teaching grammar and 1 have never stopped finding new ways
of teaching cach grammar items I have observed teachers in my college and in other places teaching grammar, cach of thom have different ways of teaching; however, it is so difficult to make grammar teaching satisfactory to all students It is not easy to find that if only follow some unchanged ways to teach grammar, students and teachers themselves wilt [eel monotonous Thal’s why il is always haunled in my mind how to make teaching and learning English grammar easier and ¡more interesting for myself and my students, Applying group work in teaching grammar lessons is new ideas and maybe it is the best
answer Lo Ty question By
ing group work, sludents are supposed to participate more im the leaning process, so they would be more motivated and successfill, Of course, there is
no single method that satisfies all teaching and leaming situations but at least, | know that |
am on the way of improving my teaching method
Trang 241.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 252.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 262.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 271.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 28T choose the topic also because of my own interest as ä loacher af English, T arm myself always interested in teaching grammar and 1 have never stopped finding new ways
of teaching cach grammar items I have observed teachers in my college and in other places teaching grammar, cach of thom have different ways of teaching; however, it is so difficult to make grammar teaching satisfactory to all students It is not easy to find that if only follow some unchanged ways to teach grammar, students and teachers themselves wilt [eel monotonous Thal’s why il is always haunled in my mind how to make teaching and learning English grammar easier and ¡more interesting for myself and my students, Applying group work in teaching grammar lessons is new ideas and maybe it is the best
answer Lo Ty question By
ing group work, sludents are supposed to participate more im the leaning process, so they would be more motivated and successfill, Of course, there is
no single method that satisfies all teaching and leaming situations but at least, | know that |
am on the way of improving my teaching method
Trang 29LIST OF TABLES AND FIGURES
Table 1: Factors involved in group work
Table 2: The sturtent’s justification of the learning atmosphere in grammar fessens
Table 3: The reasons lead to boring leaming atmosphere in grammar lessons
Table 4: Students’ attitude towards using group work for grammar lessons
Table 5: The personality of students in learning generally
‘Table 6: The changes in students” attitudes towards using group work
Table 7: Students’ evaluation of using group work lo learn grammar
Figure 1: Students’ participation in grammar lesson before and after using group work
vii
30
Trang 303.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
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Trang 311.6 Design of the study
‘This thesis consists of four main chapters:
Chapter one, the introduction, provide an overview of the study with brief information aboul the reasons of choosing the lopic, the aims, (he scope of the study, the methods as well as the design of the study
Chapter two, the litcraturc review, is aimed at giving the theoretical background for the thesis In this chapter, an overview on the role of grammar in ELT is first mentioned Afier thal, the key factors about group work are presented I wilt mention some definitions about group work activitics, the advantages as well as the limitations of using group work
in English grammar lessons, the reasons why | choose using group work in English grammar lessons and some main group work acivilies are also highlighled in this part
Chapter three, the development of the research, is the hackbons of the thesis It conlains the background of teaching and learning grammar in CTET College, the detail description of data collections, data analysis and the discussions of the findings
Chapter four proposes some suggestions for using group work effzctively when
Trang 322.6 Design group work activities for grammar lessons
2.6.1 The co-operating arrangement
2.6.2 The superior inferior arrangement
2.6.3 The combining arrangement
2.6.4 ‘The individual arrangement
2.6.5 The grammar activities for group work
2.6.5.1, Doing grammar exercises
Chapter TTT: Develupment of the research
3.1 The context of the study
3.1.1 The students and the Lext book
3.1.2 Problems and issues in English language teaching al CTET
3.2 Methodology
3.2.1 The subjects
3.2.2 The instruments and procadures
3.2.2.1 The questionnaires
3.2.2.2, The classroom observation
3.3 Data analysis and discussions
3.3.1 Questionnaire
3.3.1.1 Pre-treatment questionnaire
3.3.1.1.1 Students’ awareness of the importance of learning English grammar
3.3.1.1.2 Students’ altitudes towards learning Pnglish grammar
3.3.1.1.3 The students” evaluation of English grammar teaching they have
Trang 333.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
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Trang 34LIST OF TABLES AND FIGURES
Table 1: Factors involved in group work
Table 2: The sturtent’s justification of the learning atmosphere in grammar fessens
Table 3: The reasons lead to boring leaming atmosphere in grammar lessons
Table 4: Students’ attitude towards using group work for grammar lessons
Table 5: The personality of students in learning generally
‘Table 6: The changes in students” attitudes towards using group work
Table 7: Students’ evaluation of using group work lo learn grammar
Figure 1: Students’ participation in grammar lesson before and after using group work
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Trang 351.2 Aims of the study
‘The specific aims of the study are
«To ind out the students’ attitudinal changes about grammar and grammar learning
* To find out the students’ evaluation about the effectiveness of applying group work
in teaching English grammar
1) What are the first-year-students’ allitudes towards grammar?
2) Llow does grammar practice in groups affect the students’ attitudes towards
grammar?
3) What do studenis perceive of the henefils and litnitations of using group work in Jeamning grammar?
1.4, Methods of the study
The main methods used in this action research are questionnaires survey and classroom observation A survey on the use of group work in teaching English prammar was conducted for two classes with about 85-first-year non-English major students in CET College Besides using questionnaires, classtoom observation is also used to observe the elassroom behavior and students” parformance on the grarmmnar tessons
15 cope of the study
Using group work in English teaching methodologies is one of the most popular
for all of the
methods of commomicative language touching and it can be appliod wi
language teaching skills, However, due to the time and length constraint of the study, this thesis only focuses on the use of group work in English grammar lessons for first year
students in CTET College.
Trang 363.3.1.1.4 The students" attitude †owards tsing group work for Linglish
grammar lesson 3.3.1.2 Post-treatment questionnaire
3.3.1.2.1 The personatity of students in learning penerally 3.3.1.2.2 ‘The students’ preference of learning styles
3.3.1.2.3 The students’ general attitude towards using group work to
learn English grammar 3.3.1.2.4 The students’ cvalualion of the cflectiveness of using group
work in grammar lessons 3.3.1.2.5 The students’ justification of benefits and limitations of using
group work to leam grammar 3.3.2 Classroom observation
3.4, Summary of the findings
Chapter 4: Suggestions and conclusion
4.1, Suggestions for grammar teaching for the first-year-student in CTLIT
42 Limilations of the shudy
4.3 Recommendations for further research
4.4, Conclusion
References
Appendices
Appendix 1: Pre-treatment questionnaire
Appendix 2: Post-treatment questionnaire
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Trang 37CHAPTER II: LITERATURE REVIEW
This chapter reviews the literature on general aspects of group work in the light of ELY and the use of group work in grammar practice, Lirst, a review of the role of grammar
in foreign language teaching is prescnicd This is followed by a discussion af using group work in teaching grammar
2.1 The role of grammar in ELT
Over the past few years, whether or not grammar should be taught explicitly or implicitly has been a controversial issue Until now two main opposing opinions exist among many linguistics and re
rehers, The first view is agains! tcaching: grammar Extensive grammar research has shown that grammar should be neglected in teaching
English ever since communicative methodology appeared in 1970s It was claimed that
language should be acquired through natural exposure, not through formal instruction (Krashen as cited in Nassaji & Fotos) In Natural Approach ( Krashen and Terrell: 1983), Krashen distinguishes leaning ( explicit knowledge) and acquisition ( implicit knowledge)
Te points out that these are cases where tearting bas taken place, bul some learners are still unable to use what have learnt in the conversation, because he has not yet acquired them
So, according to him, teachers should give a lot of communication activities in class so studenis can acquire kmguage Opposing with the views abave, recent sludies have demonstrated that grammar instruction enables learners to attain high level of proficiency, both in accuracy and dmency Without grammar, learners can communicate effectively
only in limited munber of situation (Vlorez, 1999) Giving strong support to grammar
icaching, Smith (2001) claimed that if we do nol pay allention lo grammar nor create opportunities for learners to improve their grammar, they are likely to stand the risk off fossilization,
As for me, through my cxpericnee and observation, poor English grammar hinders the pace and quality of learning English, Students can obtain English much more easily if they pay enongh allention to granwnar right fom the beginning Further tore, grammar teaching ean be beneficial to learners in the sense that it raises learner’s consciousness conceming the differences aud similarities of the fist language and the second language
‘This will help students to avoid making mistakes when learning English