BÀI TẬP LỚN( Thi kết thúc) Môn Phương pháp luận NCKH- EN05.045 ( Đại học Mở)

Bài tập lớn (Thi kết thúc) Môn Phương pháp luận nghiên cứu khoa học (EN05.045), Nội dung của bài tập lớn cung cấp cho sinh viên những hiểu biết những hiểu biết về phương pháp luận nghiên cứu khoa học, các dạng thức làm khoa học và vận dụng các phương pháp nghiên cứu khoa học và các dạng thức khoa học vào việc nghiên cứu, đặc biệt là trình bày các kết quả nghiên cứu khoa học theo đúng chuyên ngành ngôn ngữ học và viết bằng tiếng Anh.

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

A STUDY ON USING VISUAL AIDS TO TEACH GRAMMAR THE FIRST-YEAR STUDENTS AT HA NOI OPEN UNIVERSITY

(NGHIÊN CỨU VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ NHẤT Ở

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI)

B.A THESIS

Field: English Language Code: 7220201

Hanoi, 2021

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

NGUYEN PHUONG LINH

A STUDY ON USING VISUAL AIDS TO TEACH GRAMMAR THE FIRST-YEAR STUDENTS AT HA NOI OPEN UNIVERSITY

(NGHIÊN CỨU VIỆC SỬ DỤNG GIÁO CỤ TRỰC QUAN TRONG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ NHẤT Ở

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI)

B.A THESIS

Field: English Language Code: 7220201

Supervisor: M.A TRAN THI HUONG

CERTIFICATE OF ORIGINALITY

I, the undersigned, certify my authority for the research project report entitled:“A Study on using Visual Aids to teach Grammar the first-year students at

Ha Noi Open University” Completed part of the requirement for a bachelor's degree

in English Language Except where references are indicated, no other person's work may be used without proper acknowledgment in the text of the thesis

Hanoi, 2021

NGUYEN PHUONG LINH

Approved by SUPERVISOR

M.A Tran Thu Huong

Date:

For the completion of this work, I have been fortunate to receive the great help and useful advice from my teachers, my family as well as my friends

First of all, I would like to express my profound gratitude and indebtedness to

my supervisor - M.A Tran Thu Huong, who during the course of my writing has always been most willing to give enthusiastic instruction, excellent suggestions, expert advices,

as well as to discuss with me the usefulness and validity of various sections of this work

Furthermore, I also wish to convey my sincere thanks to the teachers at Hanoi Open University for their precious assistance, knowledge, experience and enthusiasm in their lectures, from which I have acquired valuable knowledge and inspiration to fulfill this minor thesis

I also would like to express my indebtedness to my family, my friends and colleagues who have given me constant support and love during the completion of the thesis

Nguyen Phuong Linh

Nowadays, in Vietnam, English is used more and more widely by both the young and the old Therefore, the teaching and learning of English have become more significant

In any languages, grammar is considered one of the most essential elements of language We can hardly comprehend the meaning exactly if we do not use grammar appropriately So poor knowledge of English grammar can effect both the learning and teaching of English

This thesis has been written with the intention of recording my students’ and my own reflections on and reaction to the theme Visual Aids in Teaching and Learning Grammar during the course To know about the useful of visual aids in teaching

grammar, this graduation paper limits itself to “A Study on using Visual Aids to teach

Grammar the first-year students at Ha Noi Open University” Based on theoretical and practical findings, some kinds of visual aids and their use in teaching grammar will

be introduced The study suggests one of the most effective and interesting ways in presenting, practicing and producing a grammatical structure

It is hoped that this study may be useful for those who are seeking the teaching methods, which are aimed at improving the current English learning and teaching

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List of Abbreviations

CLT: Communicative language teaching E.g: For example

Etc: Et cetera

i.e : That’s to say

OHP: The Overhead Projector

List of tables and figures

I List of tables

Table 1: Analysis of the data collected from students

Table 2: Analysis of the data collected from the teachers

II List of figures

Figure 1.1: The chart about the students’ observation with the frequency of using

visual aid of their teacher Figure 2.2: The chart about using of visual aids in teaching

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TABLE OF CONTENTS

Certificate of originality………

Acknowledgements……….

Abstract………

List of abbreviations………

List of tables and figures……….

INTRODUCTION 1 Rationale………

2 Aims and objectives of the study………

3 Research questions………

4 Scope of the study………

5 Research hypothesis ………

6 Sample of the study ……….

7 Methods ………

8 Evidences………

INVESTIGATION

Chapter 1: THEORETICAL BACKGROUND ………

1.1 Grammar………

1.1.1 Definition of grammar ………

1.1.2 Grammatical Structures………

1.1.3 View on Grammar Teaching……….

1.1.4 Principles for Teaching Grammar………

1.2 Visual Aids……….

1.2.1 Definition ………

1.2.2 Roles of Visual Aids in language teaching……….

1.2.3 Roles of using Visual Aids in teaching grammar………

Chapter 2: DATA ANALYSIS ………

2.2 The purpose and the content of the questionnaires………

2.2.1 The purpose of questionnaires………

2.2.2 The content of questionnaires .………

Chapter 3: TEACHING APPLICATION………

3.1 At the presentation stage……….

3.2 At the practice stage………

3.3 At the production stage………

CONCLUSION 1 Recapitulation and Implications………

2 Suggestions for Further Studies……….

REFERENCES

APPENDIXES

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1 Rationale

English has become an indispensable language in international communication

as it is widely used in diplomacy, science, technology foreign trade, aviation and tourism It brings us chances to keep up with the development of the modern age Therefore, teaching and learning English, especially at university play a very important role in language acquisition However, the training quality is too low to meet demands

of society It is partly because of the fact that the Grammar Translation Method that is still used widely at university Thus, it is necessary to apply new methods of teaching and learning to improve the situation

The English language is completely different from Vietnamese language system so students have a lot of difficulties in learning and using English in gereral and grammartical structures in particular Meanwhile, grammartical structures are basic units to build up sentences, paragraphs and essays How to make grammar lessons more interesting How can

we motivate students? The answers lie on teaching methods and the ways we exploit teaching materials

Visual aids are widely accepted to be one of the most effective supplemental means of language teaching It makes language class more interesting and communicative If visual aids are made full use of, both teachers and students will benefit

using Visual Aids to teach Grammar the first-year students at Ha Noi Open University”.

2 Aims and Objectives of the study

a Aims:

- To study the current visual techniques in teaching grammar lessons.

- To investigate the causes of difficulties that teachers are facing with

teaching grammar to the students with the help of visual aids, so teachers can both improve the advantages and limit the drawbacks of language visuals in teaching grammar lessons

- To introduce some common kinds of visual aids and their roles in foreign

language teaching and learning

- To provide recommendations to the better process of teaching grammar based

on the data analysis Also, some sources of visual aids will be recommended to be exploited in order to help teachers teach grammar in the light of the Communicative Language Teaching approach

b Objectives:

The thesis is carried out to answer the following questions:

- What is grammar in English?

- What are visual aids ?

- What are the roles of visual aids in language teaching and roles of it in teaching

grammar?

- How to use visual aids suitably in teaching and learning English grammar.

3 Research questions

The thesis is carried out to answer the following questions:

- What is grammar in English?

- What are visual aids ?

- How to use visual aids suitably in teaching and learning English grammar.

4 Scope of the study

In language teaching, Grammar may be taught in many ways such as: dialogues, text, translation and so on Within the scope of this study, we would like to focus on teaching grammar with visual aids

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As time is limited, the survey is carried out on a small scale so the results may not wholly reflect the real situation of using visual aids in teaching grammar

the first-year students at Ha Noi Open University

In this study, only applicable visual aids are mentioned as some visual aids like overhead project, flannel boards and magnet boards are not feasible in university

5 Research hypothesis

The quality of using visual aids in teaching first-year students at Hanoi Open University is still at an average level

If visual aids are made full use of, both teachers and students will benefit and results will be unexpected

6 Sample of the study

The first year student at Hanoi Open University

7 Methods

In order to carry out this study, It is mainly based on the data and information collected from survey, observation and direct interview Besides, several books on language teaching, graduation papers of previous students are consulted with my supervisor for her constructive ideas and guidance

8 Evidences

Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods

Chapter 1: THEORETICAL BACKGROUND 1.1 Grammar

1.1.1 Definition of grammar

The term grammar seems to be very common and familiar in language teaching and learning In linguistics, grammar is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language The term refers also to the study of such rules, and this field includes morphology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics In general, when referring to grammar, learners know that is the way to make a sentence depending on the change of the form and the combination of words in the right order However, grammar can be defined in various ways

1.1.2 Grammatical Structures

Grammar is a wipe aspect of a language A specific instance of it called a

“structure” Structures are used in both oral and written discourse Such rules of past

tense, noun plurals, passive form are examples of grammatical structure Each grammatical structure has its own form, meaning, and use For instance, the English

comparison of adjective is expressed by “be + short adjectives + er + than” and “be + more + long adjectives + than” in which the conjugation of “be” depends on the

number of the subject

1.1.3 View on Grammar Teaching

In methodology history, there exist different methods Some of which disappeared after a time, others are still used by now such as Grammar Translation Method, Communicative Language Teaching (CLT) Although grammar is indispensable in

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language learning, the place of grammar teaching is not the same in different methods Considering the linguistic competence and language form accuracy as the most important thing for language teaching and learning, the followers of the Grammar Translation Method and other methods of the structural approaches emphasize on grammar form and try their best to teach as much grammar of the target language as possible

1.1.4 Principles for Teaching Grammar

1 Most often teach grammar implicitly.

The teacher presents examples of the structure and allows students to focus

on the meaning without teaching grammar rules

2 Present a grammatical item orally before presenting a written form and an explanation.

When listening, it is easier to focus on meaning When reading, it is easier to focus

on the form Listening first will help the students understand the meaning communicated by the grammatical item

3 Use visual aids to help students see the structures and the grammatical meaning.

Teachers can use structure tables or anything that students can see in order to make the structure easy and clear to notice

4 Connect the form to meaning.

Students should understand the meaning of the structures they are studying To focus on meaning the teacher can use the structures in context (as in dialogues or paragraphs), show visual aids (pictures, photographs, graphs, etc.), or contrast with other similar structures which students already understand

5 De-emphasize the use of special items.

The teacher should use common words but not a lot of grammatical terms like

‘aspect’, ‘gerund’, ‘agent’ or ‘transformation’ to describe the language

1.2 Visual Aids

1.2.1 Definition

Visual aids are anything visible to learners, which teachers use for different teaching purposes in the class They can be photographs, flashcards moved from hand

Language is a means of communication so teaching a language should be “as varied as living and include as many approaches as possible” (Haycraft 1971:16) One

of the most effective way to create language classroom more interesting is using visual aids As learning language is a complex process, visual aids are great help in stimulating the learning of foreign language It is true that students learn quicker through what they see

1.2.3 Roles of using Visual Aids in teaching grammar

As a matter of fact, students usually find it hard and boring to learn and memorize grammatical structures Meanwhile, some teachers have to spend a lot of time explaining a grammar rule but sometimes, the results are not satisfactory

It can be noticed that the presentation of grammar will be much easier and more effective through situations, contexts which visual aids provide Students can understand fully and practise more effectively Moreover, students can communicate successfully as they are exposed to the reality and practise orally more often with the help of visual aids

Chapter 2: DATA ANALYSIS 2.1 Introduction of the subjects

2.1.1 Students, their background and learning conditions

The first reason for my selection is that my selected participants are accessible All these students have learnt English for more than four year at secondary schools as they started to learn English when they were in grade 6 Most of them have got familiar with teaching and learning methods at middle level The second reason is our awareness

of the completeness and reliability of the data collected We must be well-informed about the real situation of teaching and adopting visual aids in teaching and learning grammar at our school

2.1.2 Teachers and their working condition

Most teachers in the survey are female aged from twenty- six to fifty They have been teaching English for at least three years They usually teach classes with 40 to 60 students and each of them is in charge of three or four classes Meanwhile, teaching facilities are poor and backward Therefore, the main teaching material of the teachers

is the textbook for students

2.2 The purpose and the content of the questionnaires

2.2.1 The purpose of questionnaires

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