Effects of communicative grammar teaching on students achievement of knowledge of grammar and oral production

APPENDIX 1 A SUMMARY OF SIX GTM GRAMMAR LESSON PLANS Comparatives of adjs Future simple tense - Direct introduction of - Direct introduction of grammar rules: form, grammar rules: form,

fhombury (1999) and Swan (2011), some grammar points can be effectively taught :hrough an inductive 'discovery' approach, others probably not (Cotter, 2005; fhombury, 1999; Swan, 2011) That means teachers may choose to present

�rammar either explicitly or implicitly In an explicit presentation, teachers begin by

;tating the grammar focus and explaining it In contrast, when grammar is presented rnplicitly, teachers may begin with an example or a meaningful context that embeds

he target grammar and may delay or avoid an overt explanation of the grammar 'IJ'evertheless, mentioning grammar presentation, Savage, Bitterlin and Price (2010) ias a slightly different view They argue that it may not be practical or desirable to

�mploy a purely explicit or implicit approach when presenting grammar A "hybrid"

>resentation that introduces the grammar implicitly, in a meaningful context, andtlso includes explicit explanation of form, meaning, and use, should probably be the ule of thumb in most cases (ibid.)

Despite various controversies around the issue how to present a grammar

>oint, inductive approach, according to Brown (n.d.), is more appropriate in most:ontexts This method seems to be the most effective due to its certain advantages

•irst, in inductive presentation, rules are absorbed subconsciously with little or no:onscious focus, which helps learners keep with natural language acquisition

;econd, it fosters learners' inter-language development through stages of rule tequisition Third, it allows students to get a communicative "feel" before possibly

>eing overwhelmed by grammar explanations Last, it builds more intrinsicnotivation by allowing students to discover rules rather than being told them (ibid.) Involved in an inductive presentation, meaningful contexts are primarily nentioned by Cotter (2005), Thornbury (1999) and Swan (2011) They indicate that

he context may derive from something in the classroom, from the visuals such as a

>hoto or an illustration in the textbook or from the teacher's and students' ownives In addition, Androschuk, Mackey, and Ferguson (n.d.) offers some more :ources such as realia, actions, worksheets, dialogues, recorded conversations, and

1 "7

APPENDIX 1 (A) SUMMARY OF SIX GTM GRAMMAR LESSON PLANS

Comparatives of adjs Future simple tense

- Direct introduction of - Direct introduction of

grammar rules: form, grammar rules: form,

meaning, and use of meaning, and use of

Comparatives (T "'7 Future simple tense (T

whole class) +whole class).

- Illustrating example - Illustrating example

exposure (T "'7 whole exposure (T "'7 whole

translation over the translation over the

examples and the examples and the

structures (individuals) structures (individuals)

- Students' copying - Students' copying

down all the board- down all the

board-presentation (whole presentation (whole

Exclamations Present pro tense Superlatives of adjs

- Direct introduction of - Direct introduction of - Direct introduction of grammar rules: form, grammar rules: form, grammar rules: form, meaning, and use of meaning, and use of meaning, and use of Exclamations (T "'7 -Present progressive Superlatives (T "'7 whole class) tense (T "'7 w�ole class) whole class).

- Illustrating example - Illustrating example - Illustrat�g example exposure (T "'7 whole exposure (T "'7 whole exposure (T "'7 whole

- Reading aloud the - Reading aloud the - Reading aloud the examples and the examples and the examples and the structures (whole class structures (whole class structures (whole class

& individuals) & individuals) & individuals).

- English-Vietnamese - English-Vietnamese - English-Vietnamese translation over the translation over the translation over the examples and the examples and the examples and the structures (individuals) structures (individuals) structures (individuals).

- Students' copying - Students' copying - Students' copying down all the board- down all the board- down all the board- presentation (whole presentation (whole presentation (whole

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Adverbs of frequency

- Direct introduction of grammar rules: form, meaning, and use of Adverbs of frequency (T ""7 whole class).

- Illustrating example exposure (T ""7 whole class)

- Reading aloud the examples and the patterns (whole class & individuals).

- English-Vietnamese translation over the examples and the patterns (individuals).

- Students' copying down all the board- presentation (whole class).

-Oral substitution drill -Oral substitution drill -Oral substitution drill -Oral substitution drill -Oral substitution drill -Oral substitution drill

(whole class & (whole class & (whole class & (whole class & (whole class & (whole class &

individuals) individuals) individuals) individuals) individuals) individuals).

cu -Written practice: -Written practice: -Written practice: -Written practice: -Written practice: -Written practice: :! CJ fill or sentence fill or sentence fill or sentence fill or sentence fill or sentence fill or sentence

�

(individuals) {individuals) (individuals) (individuals) (individuals) (individuals).

-Teacher's feedback on -Teacher's feedback on -Teacher's feedback on -Teacher's feedback on -Teacher's feedback on -Teacher's feedback on completed written completed written completed written completed written completed written completed written exercises (T "7 whole exercises (T "7 whole exercises (T "7 whole exercises (T "7 whole exercises (T "7 whole exercises (T "7 whole

-Further written - Further written - Further written - Further written - Further written - Further written practice: sentence practice: sentence practice: sentence practice: sentence practice: sentence practice: sentence building-up or sentence building-up or sentence building-up or sentence building-up or sentence building-up or sentence building-up or sentence 52 transformation, and transformation, and transformation, and transformation, and transformation, and transformation, and

125

APPENDIX 1 (B) SUMMARY OF SIX CLT GRAMMAR LESSON PLANS

Comparatives of adjs Future simple tense Exclamations Superlatives of adjs Present pro tense Adverbs of frequency

- Introduction of Adjective - Introduction of Future - Introduction of - Introduction of - Introduction of Present - Introduction of Adverbs Comparatives via a written simple tense via a spoken Exclamations via a Superlatives via a progressive tense via a of frequency via a spoken text (i.e a short letter t�xt (i.e 3 short paragraphs spoken text (i.e a short written text (i.e a short spoken text (two short text in which Paul and embedding comparisons about intentions for the exchange between Hoa paragraph) which exchanges about ones' Marie talk about their between things (T +-> weekend of3 students) (T +-> and Lan about Hoa's introduces Hue City (T ongoing activities (T +-> routines (T +-> whole whole class) whole class) rooms) (T +-> whole +-> whole class) whole class) class).

-Work on a True-False -Work on an Information- class) -Work on a Question- -Work on a Question- -Work on a True-False

-� task (individuals) matching task (individuals) -Work on a True-False answer task Answer task (individuals) task (individuals)

- Discovery of the form, - Discovery of the form, task (individuals) (individuals) - Discovery of the form, - Discovery of the form,

=

�

meaning and use with T's meaning and use with T's - Discovery of the form, - Discovery of the form, meaning and use with T's meaning and use with T's

�

facilitation (pair-work) facilitation (pair-work) meaning and use with T's meaning and use with facilitation (pair-work) facilitation (pair-work)

- Grammar-rule - Grammar-rule foundation facilitation (pair-work) T's facilitation (pair- - Grammar-rule - Grammar-rule

foundation under T's under T's reconfirmation (T - Grammar-rule work) foundation under T's foundation under T's reconfirmation (T +-> +-> whole class) foundation under T's - Grammar-rule reconfirmation (T +-> reconfirmation (T +->

whole class) - Comprehension-check (T reconfirmation (T +-> foundation under T's whole class) whole class).

- Comprehension-check (T +-> individuals) whole class) reconfirmation (T +-> - Comprehension-check - Comprehension-check

+-> individuals) - Comprehension-check whole class) (T +-> individuals) (T +-> individuals).

(T +-> individuals) - Comprehension-check

(T +-> individuals).

126

- Oral substitution drill - Oral substitution drill - Oral substitution drill - Oral substitution drill - Oral substitution drill - Oral substitution drill (whole class & (whole class & individuals) (whole class & (whole class & (whole class & (whole class &

individuals) - Written practice: sentence individuals) ( individuals) individuals) individuals)

- Written practice: completion items for - Written practice: - Written practice: - Written practice: - Written practice:

Cl> sentence completion items accuracy (pair- sentence completion items sentence completion sentence completion items sentence completion

-� -u for accuracy (pair-work) ,"{ark/individuals) for accuracy (pair-work) items for accuracy (pair- for accuracy (pair-work/ items for accuracy

(pair-� - Communicative task of - Communicative task of - Communicative task of work) individuals) work/ individuals) picture discussions: picture discussions: ones' picture discussions: giving - Communicative task - Communicative task of - Communicative task of comparisons between two intentions (pair-work) complaints or of picture discussions: game: action mining and role-plays: ones' routines, things/ people (pair-work) complements to comparisons among guessing (pair-work) using the cue words

something (pair-work) things/ people (group- (pair-work)

work)

Communicative task of Communicative task of Communicative task of Communicative task of Communicative task of Communicative task of

= discussions: comparisons surveys: ones' future plans games: picture games: guessing about picture description: ones' personalization: ones'

-� -u between the two known (pair-work, individual <-> complements/ complaints the most famous people/ ongoing activity routines (pair-work, people/ things (pair-work, whole class) to (individuals<-> whole known places (individual illustrations) (pair-work, individual <-> whole

�

group-work) class) <-> whole class) individual <-> whole class)

class)

127

APPENDIX 2 (A)

A TYPICAL GTM GRAMMAR LESSON PLAN

I Objectives:

- The lesson offers students forms, meanings and uses of adverbs of frequency

- By the end of the lesson, students can improve their language contents, particularly grammatical knowledge

II Language areas and skills:

- Vocabulary: Activity verbs

· - Grammar: Adverbs of frequency

- Skills: dealing with grammar-based exercises

III Language behaviors:

By the end of the lesson, students are able to apply their grammatical knowledge of adverbs of frequency to solve grammar-based exercises

IV Method and Teaching aids:

- Method: Grammar Translation Method (GTM)

- Teaching aids: handouts

V Procedures:

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Practice

b They are� late for work (rarely/ sometimes)

C. Do you often play computer games? (always/ never)

• It'.�

2 Put the adverbs of frequency in their correct place.

<I> Rearrange the words to make complete - Present the finished task to class C. My brother and I play football at the weekend (always)

Shops in our town open at night (sometimes)

tasks on the board

3 Rearrange the words to make complete sentences.

Ellen never studies in the evening.

completed task

b me/ you/ listen to/ never

c I/ catch/ don't/ the bus/ often

d me/ usually/ on Sundays/ my sister/ visits

e he/ often/ soccer/ does/ after school/ p�ay?

130

- Gives out handouts and gets students to - Work individually.

do further written exercise: Vietnamese - Present the finished task to class

- English Translation - Give comments to the classmate's

finished work

It'.�

- Asks students to display their finished

= tasks on the board

a Toi thinh thoang di tham h9 hang vao ngay cu6i tuful

b Anh iy khong bao gia u6ng ca phe vao luc chieu tf>i

C. Lan khong thubng xem th� thao tren truyen hinh

d Chung toi hiSm khi bi tr� gia h9c

e B�n c6 thubng di bai & h6 khong?

- Khong Toi hiSm khi di bcri a h6

Suggested answers:

a I sometimes visit my relatives on the weekends.

b He never drinks coffee in the evening

C. Lan doesn't often watch sports on television

d We are rarely late for school

e Do you usually go swimming in the pool?

- No I rarely go swimming in the pool

- The training offers students forms, meanings and uses of adverbs of-frequency.

- By the end of the lesson, students can improve their grammatical knowledge of adverbs of frequency �nd their oral production

II Language areas and skills:

- Vocabulary: Activity verbs

- Grammar: Adverbs of frequency

- Skills: 4 integrated skills

III Language behaviors:

By the end of the lesson, students are able to describe daily routines/ habitual activities of theirs as well as of others'

IV Method and Teaching aids:

- Method: Communicative Language Teaching (CL T)

- Teaching aids: handouts, a cassette player

V Procedures:

132

Teacher's activities Students' activities Lesson content

PRESENTATION

1 Listen to the tape Check tick (v"') to True/False to the

- Introduces a spoken text by playing a tape - Listen to the tape twice and I statements •

., ,;�

- Asks students to deal with a follow-up task

namely True/False

- Gives out handouts of the spoken text and gets

students to do some leading tasks

- Divides students into groups of four

- Asks students to discuss in groups figuring out

work individually

- Listen to the tape again tocheck the answers

- Work in groups of four

- Poses some prompting questions

Prompting questions:

1 Name some adverbs of frequency?

2 What is the correct position of an adverb of

class in order to get peer­

correction and teacher's feedback

133

1 Paul sornetim.esgeti up :;eryearly

2 Paul often plays ,·ollej'ball

• 3 �hrie dcmn't often exerci;.e

4 1·hrie clway3 watclles TVin her free time

2 Basing on the sentences in exercise 1, do the following tasks

a Name some adverbs of frequency

b Write the correct adverb of frequency in the boxes of"?"

- Divides students into groups of four.

- Walks around the class to give help and more

instructions

3 Write complete sentences with the given cues

- Asks for students' commeht� on the finished I exercises to class

- Asks students to work in pairs, doing a role- , - Work in pairs

play

- Walks around the class to give assistance and

immediate mistake correction

135

Ellen never studies in the evening

b I/ catch/ not/ bus/ often

c me/ usually/ Sundays/ sister/ visit

d he/ often/ soccer/ after school/ play?

4 Work in pairs Ask and answer the questions below, usingadverbs of frequency

How often do you

a go to concerts

b listen to the radio at night

c go swimming in the sea

d play tennis

I sometimes go to the