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DECLARATION
I certify that this minor thesis entitled “A study on how oral practice can change
TNH 10th graders' attitudes towards grammar learning ” is submited in partial fulfillment
of the requirements for the degree of Master of Arts is the results of my own work, except
where otherwise acknowledge and that this minor thesis or any part of the same has not
been submitted for higher degree to any other University or Institution.
Hanoi, 3/2009
Signature
Nguyen Thi Chuc Ha
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ACKNOWLEDGEMENTS
I am, first of all, particularly indebted to my supervisor, Ms. Nguyen Bach Thao, MA
for her invaluable advice, instructions and correction, excellent suggestions and constant
encouragement during the research period. Without her guidance and help, this work
would not have been accomplished.
Secondly, my sincere thanks also go to all lecturers and staff of the department of
Post- Graduate studies for their valuable lessons and precious helps. Thanks to their
lessons as well as needed helps, I could overcome enormous obstacles when doing the
study.
Besides, I would like to give my heartfelt thanks to my colleagues and my students at
Tran Nguyen Han High School who have participated in this research and many others
who helped me during my study at Tran Nguyen Han High School.
Last but not least, I would like to convey my deepest gratitude to my husband, my
children, and my parents for their constant support and thorough understanding.Their great
encouragement and love have helped me to overcome the difficulties during my study.
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ABSTRACT
As far as I’m concerned, grammar is central to the teaching and learning of languages .
It is also one of the most difficult aspects of language to teach students perfectly.At Tran
Nguyen Han High School where many English teachers prefer traditional approaches in
teaching grammar, students seem not to pay attention to their study and show negative
attitudes towards learning. This study is therefore conducted with the hope to find out
whether communicative approach helps students change their attitudes towards grammar
learning.
So as to reach this aim, the study sets out to test the hypothesis that oral grammar
practice can change students’ attitudes towards grammar learning. The study is applied to
200 students at 10 C1, 10 C2, 10 C3, 10 C4-Tran Nguyen Han High School, Hai Phong
City.The data is collected through interviews , questionnaires . By doing this, we can
compare the changes of students’ attitudes towards grammar learning.
Findings show that students have positive attitudes towards the use of oral grammar
practice in grammar lessons. Moreover, students can absorb grammar rules as they hear
and use the language through oral communicative activities. And they remark that the use
of communicative activities in grammar lessons helps them acquire grammar more
efficiently. This way of teaching grammar may be a good solution for the 10th grade
students in particular and other graders in general.
Based on the findings of the study, some practical recommendations are derived for
the application of communicative activitives so that it can help teachers teach grammar
better. It is also hoped that this study will provide an effective way of teaching grammar
and thanks to it, students at Tran Nguyen Han High School will be more interested in
learning grammar to gain a better result.
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TABLE OF CONTENTS
DECLARATION .................................................................................................................. i
ACKNOWLEDGEMENTS ................................................................................................ ii
ABSTRACT .........................................................................................................................iii
TABLE OF CONTENTS ................................................................................................... iv
LIST OF GRAPHS ............................................................................................................. vi
LIST OF ABBREVIATIONS ...........................................................................................vii
CHAPTER I - INTRODUCTION ..................................................................................... 1
1.1. Rationale ................................................................................................................... 1
1.2. Aims of the study ...................................................................................................... 3
1.3. Research questions ................................................................................................... 3
1.4. Scope of the study ..................................................................................................... 3
1.5. Significance of the study .......................................................................................... 3
1.6. Outline of the study .................................................................................................. 3
CHAPTER II- LITERATURE REVIEW ......................................................................... 5
2.1. Attitudes .................................................................................................................... 5
2.1.1. Definition of attitude........................................................................................... 5
2.1.2. Attitude change ................................................................................................... 6
2.2. The role of attitudes in language learning ............................................................. 7
2.3. Ways that help to change students’ attitudes ....................................................... 8
2.3.1. Oral grammar practice creating teaching techniques ....................................... 8
2.3.2. Narrowing the gap between teaching style and learning style........................... 9
2.4. Grammar teaching from a CLT perspective ....................................................... 10
2.5. The role of oral grammar practice in grammar teaching .................................. 12
2.5.1. Definition of oral grammar practice ................................................................ 12
2.5.2. Classification of oral practice activities in teaching and learning grammar .. 13
2.6. Conclusion ............................................................................................................... 23
CHAPTER III : METHODOLOGY ............................................................................... 24
3.1. Study design ............................................................................................................ 24
3.2. Research questions ................................................................................................. 24
3.3. Subjects of the study .............................................................................................. 24
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3.4. Data collection instruments ................................................................................... 25
3.4.1. Questionnaires .................................................................................................. 25
3.4.2. Interviews ......................................................................................................... 26
3.5. Study procedures .................................................................................................... 26
3.6. Data analysis ........................................................................................................... 27
CHAPTER IV- DATA ANALYSIS AND DISCUSSION .............................................. 28
4.1.Questionnaires ......................................................................................................... 28
4.1.1. Data analysis of the students’ experiment questionnaires ............................... 28
4.1.2. Comparison of students’ attitudes towards grammar learning between preexperiment questionnaire and post- experiment questionnaire.................................. 41
4.2. Interviews ................................................................................................................ 42
4.2.1. Pre- treatment interview ................................................................................... 42
4.2.2. Post- treatment interview ................................................................................. 43
4.3. Discussion ................................................................................................................ 44
4.4. Summary ................................................................................................................. 45
CHAPTER V : CONCLUSION........................................................................................ 46
5.1. Summary and conclusion: ..................................................................................... 46
5.2. Limitations of the study: ........................................................................................ 46
5.3. Suggestions for further study:............................................................................... 47
REFERENCES..................................................................................................................... I
APPENDICES ................................................................................................................... III
Appendix 1: Pre - experiment questionnaire on English grammar learning........................ III
Appendix 2: Phiếu điều tra tiền thử nghiệm việc học ngữ pháp tiếng Anh ..................... VIII
Appendix 3: Post - experiment questionnaire on English grammar learning .................. XII
Appendix 4: Phiếu điều tra sau thử nghiệm học ngữ pháp tiếng Anh ........................... XVII
Appendix 5: Pre - experiment interview ........................................................................... XX
Appendix 6: Phỏng vấn tiền thử nghiệm ......................................................................... XXI
Appendix 7: Post - experiment interview ...................................................................... XXII
Appendix 8: Phỏng vấn sau thử nghiệm ....................................................................... XXIII
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LIST OF GRAPHS
Graph 1: Students’ opinions of the importance of English grammar for language learning.
Graph 2 : The reasons why English grammar is important in language learning.
Graph 3: Students’ opinions of learning English grammar.
Graph 4: Students’ impression of learning English grammar at school.
Graph 5 : Factors influence students’ attitudes towards grammar learning.
Graph 6 : Students’ opinions of English grammar teaching at school.
Graph 7 : Teaching techniques to present a new English grammar structure.
Graph 8 : Activities students get involved in class to practise new grammar structures.
Graph 9 : Students’ expectations
Graph 10 : Oral English grammar practice makes English grammar lessons more lively,
interesting and stimulate students to learn English.
Graph 11: Oral grammar activities students got involved in.
Graph 12 : Ranking oral grammar activities according to students’ preference.
Graph 13 : Frequency of students’ involvement in oral grammar activities.
Graph 14 : Students’ preference with regard to oral grammar activities organization.
Graph 15: Students’ difficulties when doing grammar practice orally.
Graph 16: Students’ opinions of oral grammar activities.
Graph 17: The usefulness of oral grammar practice in students’ language learning.
Graph 18: Students’ preference in oral grammar practice in the coming time.
Graph 19: Reasons for continuing oral grammar practice in the coming time.
Graph 20: Reasons for not continuing oral grammar practice in the coming time.
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LIST OF ABBREVIATIONS
A
: Answer
B.C
: Before Christ
CA
: Communicative Approach
CLT
: Communicative Language Teaching
E
: English
M.A
: Master of Art
Q
: Question
Q&A
: Questions and Answers
TNH
: Trần Nguyên Hãn
T
: Teacher
Ss
: Students
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CHAPTER I - INTRODUCTION
1.1. Rationale
It has widely been accepted in language teaching and learning that grammar structures
are very important because they make up the skeleton of a language. Without grammar,
words hang together with no real meaning or sense. So as to be able to use a language to
some degree of proficiency, we need to master some grammatical knowledge. Grammar is
an important and necessary part in students’ learning because it forms the basis for the
development of four skills: reading skill, speaking skill, listening skill and writing skill.
Students, with good grammar mastery, not only produce sentences grammatically but also
acquire the ability to apply grammatical knowledge in certain contexts to express their
thoughts and feelings as well as to receive feedback. By teaching grammar, teachers not
only give students the means to express themselves, but also fulfill students’ expectations
of what learning a foreign language involves.
However, how to teach grammar effectively is not very easy and it is of constant
concern of high school teachers. So far, a great number of studies have been conducted to
assist teachers and students in teaching and acquiring English grammar.
Research and teaching practice have revealed that there’s a close relation between
teaching methods and learners’ attitudes towards learning, which in turn have great
influence on the learning results. This study, therefore, is carried out to investigate how the
shift from traditional methods to communicative ones affect the attitudes towards English
grammar at Tran Nguyen Han High school.
When teaching grammar, teachers of English at Tran Nguyen Han High School seem to
prefer traditional teaching methods in which grammar rules are taught deductively because
of the great influence on teaching habit caused by Haiphong environment and the former
objectives of teaching. The common practice of some senior teachers is just giving the
explanation of new words and grammar structures, asking students to learn by heart and
make sentences, reading the structures, texts or conversations aloud, asking students to
repeat and in general making students passive. Even younger teachers rarely organize
communicative activities in their lessons because they are afraid of making noise which
may influence the neighbouring classes and also they find it difficult to control the class
then. That’s why teachers seem to be interested in giving students a lot of written exercises
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to do in class. This makes students have no interests in learning grammar at all. Students
often do their grammar exercises reluctantly and passively.
The fact is that the 10th grade students at Tran Nguyen Han High School have lots of
difficulties in learning grammar. They are taught grammar through repetition and written
exercises. Students are required to repeat the models and memorize the rules . LasenFreeman (2005) points out that such activities in class are boring and not effective. Further
more, many teachers approach grammar far too seriously, with unsmiling faces,
particularly during the first phases of a new lesson when students are trying to grasp an
initial understanding of the form and meaning of the grammar structure.
The shortage of useful materials and high technology equipment also makes students’
learning slower and uninteresting. According to Beatty(2003: 248), if a language learner
can make use of high technology equipment such as a computer, his language will be
improved much more and faster.
In terms of teaching schedule, the 10th grade students are currently required to attend
only one period (45 minutes) of grammar per week. The students depend on the textbooks .
In class, students do not have a chance to use grammar in communicative activities. They
are just asked to do grammar exercises in the textbooks after the teacher’s presentation and
explanation of a new grammar point and at home they have to do grammar exercises in the
workbooks without having them corrected because the teachers have no time for it. It’s
difficult for teachers to finish their teaching successfully because of the time constraint, the
large class size, and the students’ mixed level. As the result, the students can produce
correct forms when doing exercises and taking tests, but consistently make errors while
trying to produce their own free writing or speech. It’s obvious that the students do not
master grammar structures thoroughly. And of course, this way of teaching and learning
may result in the students’ negative attitudes towards English grammar acquisition which
surely hinders their language learning conduct.
This situation also provides another good reason for the study to be conducted with the
hope to identify whether oral practice can change positively Tran Nguyen Han High school
students’ attitudes towards English grammar learning .
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1.2. Aims of the study
The purpose of this study is to investigate Tran Nguyen Han 10th grade students’
attitudes towards grammar learning when grammar is practiced orally instead of through
written exercises
1.3. Research questions
a. What are Tran Nguyen Han 10th graders’ attitudes towards grammar learning when
traditional teaching methods are used?
b. How can oral practice change positively Tran Nguyen Han 10th graders’ attitudes
towards English grammar learning ?
1.4. Scope of the study
Due to the time limit and financial constraint, the author was unable to carry out the
investigation on a large scale. The researcher, therefore, would like to focus on the real
teaching and learning English grammar at Tran Nguyen Han High School, restricted to the
10th graders only.
1.5. Significance of the study
The study was conducted with the expectation that its results would be useful for
teachers of English at TNH High School. Based on the finding, conclusion could be made
on whether oral grammar practice should be applied or not. Hence, it could be a
considerable contribution to teaching and learning English grammar effectively and
enjoyablely at TNH High School.
1.6. Outline of the study
I . Introduction
This gives an overview of the study including the study background. This provides a
brief description of the thesis topic and information related to English grammar teaching
and learning atTNH Upper Secondary School. The aims, the research questions, the scope
of the study and the outline of the minor thesis are also included in this .
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II. Literature review
This reviews the relevant literature related to the communicative language teaching
methods especially oral practice in English grammar teaching. Particularly, the focuses on
the attitude change and the application of grammar oral practice to change students’
attitudes in learning grammar.
III. Methodology
The actual procedures of the study are presented in this :Study design, subjects of the
study, the data collection method, instruments as well as process of data collection and data
analysis.
IV. Data analysis and discussion
This focuses on presenting, analyzing and discussing the results obtained from the
study.
V. Conclusion
This provides the summary of the findings, some recommendations on how to teach
English grammar through oral practice at Tran Nguyen Han High School. The conclusion
and limitation of the study will also be presented in this .
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CHAPTER II- LITERATURE REVIEW
This focuses on some theoretical grounds of attitude and grammar teaching and
learning. It consists of two parts. The first part is concerned with major issues regarding
attitudes, the roles of attitudes in language learning and factors that affect the attitudes
change. The second one discusses communication approach in teaching grammar as well
as oral grammar practice.
2.1. Attitudes
2.1.1. Definition of attitude
According to Hallorah (1967) , attitude represents an individual’s like or dislike for an
item. Attitudes are positive, negative or neutral views of an “attitude object” i.e. a teaching
style, person, situation or event. People can also be “ambivalent” towards a target, meaning
that they simultaneously possesses a positive and a negative bias towards the attitude in
question.
In Gibb’s opinion (1988) attitude is generally defined as a state of mind, which is
influenced by feelings, experiences of the world and belief.
Fazio (1986) states that attitude comprises of three components: “an affective
component involving feelings about and evaluation of the object, a cognitive component
involving belief about the object and a behavioral intentions component” .
The above definitions show people’s attitude towards certain referent object, a
behavioral intentions component and a cognitive component involving belief about the
object. In language learning, we can see students’ attitudes in their feelings and belief
about the way of acting towards the lessons,learning style, teachers and the course books.
Briefly, attitudes have three main components : affective, behavioral and cognitive.
The affective components are easily assessed by monitoring physiological signs such as
heart rate whereas the behavioral aspects may be assessed by direct observation. On the
other hand, the cognitive aspects of attitude are generally measured by interviews, survey
and other reporting methods. This study concentrates on affective and cognitive
components. It relates to students’ feelings and belief about communicative teaching as
well as evaluation of grammar learning.
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2.1.2. Attitude change
According to Hovland (1973), attitude change is a response to communication.
Listeners will keep positive attitudes if the communication is successful and interesting.
Otherwise, negative attitudes of the listeners will be formed if the communication is
unccessful and unattractive. The success of communication depends on several factors.
The first of these is the interest of the communicator of a message. To get interest, the
tasks and topic are very important. A frequent change of topic not only makes every
student get something that interests him or her sooner or later, but also helps to maintain
students’ attention and motivation. Further more, teachers should make sure that maximum
language use in fact takes place in every task. To be effective, a communicator must have
credibility based on his or her perceived knowledge of the topic, and also be considered
trustworthy. The greater the students have perceived similarly between the audience and
the communicator, the greater the communicator’s effectiveness becomes.
Hallorah (1967:60-61) states that formation and change of attitude are not two separate
things , but they are interwoven. People always adopt, relinquish and modify attitudes to fit
the ever- changing needs and interests. Simple education can’t change attitudes.
Acceptance of new attitudes depends on who presents the knowledge, how it is presented,
how the person is perceived, the credibility of the communicator, and the conditions by
which the knowledge is received.
In Sherif’s view (1975: 16) , we can understand that attitude will be changed based on
how a person sees the communication and the communicator. Less commited people will
change ideas more frequently. According to Hallorah (1967:60-61) ,attitude change also
has to do with other personality characteristics such as susceptibility to persuasion,
intelligence, readiness to accept change, ect. We are more likely to accept information if
we feel the communicator has no intent to change our attitudes and opinions.
Attitudes are expected to change as a function of experience. Hereditary variables may
affect attitudes- but believes that they may do so indirectly. For example, if one inherits the
disposition to become an extrovert, this may affect one’s attitude to learning a foreign
language ( Tesser, 1993) . Abelson (1968) argues that there are numerous theories of
attitude formation and attitude change such as Consistency theories, which imply that we
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must be consistent in our beliefs and values. Heider (1959) states that when beliefs are
unbalanced, stress is created and there is pressure to change attitudes.
Attitudes can be changed by a number of sources including other people, media,
family or other subject itself. In 1968, McGuire developed steps to change an attitude.The
steps are attention, comprehension, retention, yielding, and action. Traindis (1971:144-146
) agrees that in analyzing the attitude –change process, we must consider the effect of who
says what, how to whom, with what effect.According to him, attitudes change :
- When a person receives new information from others or media - Cognitive change.
- When a person is forced to behave in a way different from normal - Behavioral
change.
- Through direct experience with the attitude object - Affective change.
( Traindis, 1971 :142 )
Students may become bored and inattentive in class, do badly on tests and get
discouraged from the courses if students keep poor attitudes in learning. In some cases,
they can dropt out of University. But by applying a new technique or providing practical
useful information , teachers can change students’ attitude. Learners’ attitudes will be more
favorable if they are learning new information that they can apply to the needs they have.
Therefore, depending on some theories of attitude change, the author decided to follow
the Hovland’s view (1973) “Attitudes change as a response to communication’’ with the
fully hope that the findings of the study will be the certain application of oral grammar
practice in teaching and learning at TNH High School. As the result, students’ attitudes can
be changed from negative to positive because oral grammar practice not only meets the
demands of communication but also supports students’ needs as well.
2.2. The role of attitudes in language learning
Attitudes and learning go hand in hand. Garder and Lamber (1972) all agree that “
success in mastering a foreign language would depend not only on intellectual capacity and
language aptitude , but on one’s attitudes towards representatives of that language as well”
. In fact, attitudes play an important role in students’ learning. If they maintain a positive
attitude, they will carry out their learning to the best of their ability and vice versa.
Students’ attitudes have an effect on their classroom behaviour, learning style and learning
results.
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Lightbrown and Spada (1999) state that attitude is fundamental to the success or failure
that we experience in learning. Depending on the learners’ attitudes, learning language can
be a source of enrichment or a sourse of resentment. Agreeing with the role of attitudes,
Brown (1994) says that language learners benefit from positive attitudes while negative
attitudes may lead to unsuccessful attainment of proficiency. Moreover, Gardener (1985:
41) emphasized that favourable attitudes would be expected to result in better performance
than negative attitudes. If the students hold positive attitudes to learning, they will be
willing to participate in it. This attitude will be helpful for them in their learning. Marzano
et all (1994) mentioned the importance of positive attitude in learning that “without
positive attitudes and perceptions or holding negative attitudes towards the learning,
students have little chance of learning proficiently, if at all”.
In brief, it is clear that attitudes play an important role in learning so students will see
themselves achieving greater and greater result in language learning in general and in
grammar learning in particular whereas negative attitudes will hinder their learning.
2.3. Ways that help to change students’ attitudes
2.3.1. Oral grammar practice creating teaching techniques
Eagly and Chaiken (1993) all claimed that students’ attitude in language learning in
general and grammar in particular may be influenced by oral practice because oral practice
not only brings students favourable feeling but also the belief in learning. As mentioned in
2.1.1 attitudes relate to cognitive and affective components. A cognitive component
involves belief in the object; an affective component involves feeling towards the object.So
we can state that attitudes will be affected by oral practice.
Attitude reflects an individual’s like or dislike for an item (see 2.1.1)- (Hallorah, 1967)
. Meanwhile, oral practice provides students positive attitudes in learning. In other words,
the relationship between interests and positive attitudes is claimed.
Nunan (2007) emphasized that students’ interests may derive from oral grammar
practice because when involving in oral practice activites, students may change the
emphasis or intonation of their sentences as they wish, use their facial expression, physical
movement ect…This makes the lesson not only more lively but also more interesting , and
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it also makes students more interested in learning. Besides, personalization will increase
students’ interest if students provide responses that are true for them.
In Ur’s view (1998) we can understand that when learners discuss issues with each
other, they will use the target language in a realistic manner. This transmission of new
ideas encourages students to express their personal experiences, opinions and feelings
which improve learners interests. Pennington (1995) states that as learners increase their
interests and their need to communicate with different individuals for different purposes,
they require additional communicative resources.
In summary, when grammar is taught and practiced as a means of communication
rather than as a means for correcting the mechanics and accuracy of sentences, it becomes
more purposeful so there is a more motivating focus for classroom learning. Students are
more interested in learning. Therefore, they will acquire more knowledge of grammar. This
means that oral grammar practice brings positive attitudes towards grammar learning.
2.3.2. Narrowing the gap between teaching style and learning style
Zhenhui (2001) emphasized that narrowing the gap between teaching style and
learning style is also necessary in attitude change because it plays an important role in
enabling students to maximize their classroom experiences in favourable psychological
state.
Nunan (1989) agrees that students will have positive attitudes if their subjective needs
and perception related to the learning process are recognized by teachers. This is echoed by
Kumaravadivelu (1991:98), who claims “ the narrower the gap between teacher intention
and the learners interpretation, the greater the chances of achieving desired learning
outcomes”.
In order to narrow the gap between teaching style and learning style, there should be a
compromise between teachers and students. For teachers , they should find the suitable
teaching style for the students.When teachers apply suitable teaching style, students will
keep positive attitudes towards their learning. Kirkegaard (quoted in LarsenFreeman,1997) proclaims that “ Real education begins when the teacher learns from a
student”. This idea is also shared by Larsen- Freeman (1997), who stresses that “…the
extent to which you (a teacher) are open to learning your students is the extent to which
you are likely to meet with success in the classroom- because learning your students will
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inform how you respond at a particular moments in the lessons”. Things that teachers
usually learn from the students may include the following: students’ attitudes, motivation
and preferences in a particular situation. In the part of students, they need to cooperate with
teachers in matching teaching and learning styles. Also they should be open- minded to
move from one learning style to another in order to become more autonomous learners.
To sum up, the author has discussed the major factors affecting students’ attitude
change in grammar learning. Among these factors the researcher chooses oral practice to
put in experiment. The next point will be the discussion on the communicative approach as
well as oral grammar practice in teaching English grammar .
2.4. Grammar teaching from a CLT perspective
As we know, communicative language teaching (CLT) has greatly influenced foreign
languages teaching and learning for at least two decades now.The very term
‘communicative’ carries an obvious ring of truth : we ‘ learn to communicate by
communicating’ (Larsen – Freeman, 1986:131). Of course the fundamental intution behind
this approach is far from new. In the fourth century B.C Aristotle wrote : “ What we have
to learn to do, we learn by doing” (Nicomachean Ethics, Bk. II) . As for Karavas- Doukas
1996) , most teachers now claim to use a communicative approach in some way or other,
and it is hardly surprising that no-one wishes to be called a non- communicative teacher.
Communicative practice encourages students to connect form, use and maening
because multiple correct responses are possible. In Nunan’s view (1989) , its purpose is to
establish and maintain interpersonal relations, and through this to exchange information
,ideas, attitudes, opinions, and feelings, and to get things done. Communicative activities
can be classified into two main categories, which are called ‘ functional communication
activities’ and ‘social interaction activities’ by Nunan (1989). Communicative activities
can be devised for the classroom which emphasizes the functional aspect of
communication. For example, there may be a problem which learners must solve, or
information which they must exchange, with whatever language they have at their
disposal.The main target of this activity is that learners should use the language they know
in order to get meaning across as effectively as possible. For the second type of
communicative activities, the activity can be devised in such a way that they place
emphasis on social as well as functional aspects of communication. Students must still aim
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to convey meaning effectively, but must also pay greater attention to the social context in
which the interaction takes place. Simulation and role playing are examples of important
techniques for creating a wider variety of social situations and relationships than would
otherwise occur.
Communicative practice has many advantages, as discussed by Harmer (1987), they
are usually enjoyable; they give students a chance to use their language; they allow both
students and teachers to see how well the students are doing in their language learning; and
they give a break from the normal teacher and students’ arrangements in a classroom.
In the modern time, the world is changing very quickly, the tendency towards
internationalization and globalization is developing very fast. So everyone needs to use a
common language. So far, many people have learnt and used English as an international
language.Vietnam is a developing country that is trying to catch up with the growth rate of
the world. Learning English has become the most highlighted task. English study ,
however, is still far from being satisfactory. Learners often get embarrassed in English
communication. Therefore, nowadays communication is emphasized world widely. We
study a foreign language not only to understand it but also use it in different contexts and
for different purposes, that is, we use it as a means of communication.
Similarly, in grammar teaching and learning, on the one hand, students need to know
the rules. On the other, with more opportunities to work with foreigners and the increasing
number of foreign visitors, or oversea study, there is a good need for communication in a
second language. That is why grammar should be taught with communicative practice. In
other words, there must be occasions when students in the classroom use language to
communicate ideas, not just to practice language.
To conclude, from the principles of CLT, the goal of teaching grammar is to help the
learners to speak with organized sentence structures in order to make themselves
understood. Teaching grammar therefore doesn’t mean we do grammar drills. Grammar
teaching can have fun through communicative activities.
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2.5. The role of oral grammar practice in grammar teaching
2.5.1. Definition of oral grammar pracice
A grammar lesson consists of different stages, which are suggested differently by
different methodologists. Ur (1988) organizes grammar teaching into four stages:
presentation, isolation and explanation, practice, and test, whereas according to CelceMurcia and Hilles, a grammar lesson goes through four following phases : presentation,
focused practice, communicative practice, teacher- feedback and correction. Harmer
(1987) discusses the question of how to teach grammar in three aspects: presentation,
practice and testing. Thus, however different such suggestions are, practice as a stage is
always present, it comes after the initial presentation and explanation when learners have
taken knowledge into short term memory but have not really mastered it yet. Practice may
be defined as any kind of engaging with the language on the part of the learners, usually
under the teachers’ supervision, whose primary objective is to consolidate learning.
Practice involves both spoken and written practice. (Ur, 1988:11) 2.5.2 Oral practice in
grammar teaching and learning.
Nunan (2007) agees that oral grammar practice gives learners increasing opportunities
and motivation to interact with other communicators, to raise their awareness of the forms
and functions of English grammar. Grammatical patterns are matched to particular
communicative meanings so learners can see connection between form and function.
Learners learn how to choose the right pattern to expess different communicative
meanings. They will incorporate various grammatical structures in their performance.
Students, for successful language use, need not only to be exposed to the structures and
functions of communication but also to practise applying grammatical knowledge in real
contexts. To reach the goals, the application of grammar in the classroom should be more
creative and open-ended .Creative language activities provide more opportunities for the
learners to use language more flexibly than receptive language tasks. Creative language
use involves learners in recombining familiar words, phrases and structures in new and
unfamilar ways. When students have enough time and enough opportunities to
communicate and to receive feedback on attempts at producing meaningful language, the
errors will gradually diminish (Corder, 1981; Selinker,1972, 1992). Thanks to that students
will learn grammar better .
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Teaching grammar communicatively or using communicative activities means
teaching grammar effectively. In other words, oral grammar practice provides for effective
grammar acquisition.But how to organize oral practice successfully is a hard question.
According to Ur (1988: 15) , “Interest is an essential feature of successful oral practice”.
Without properly getting involved in practising grammar orally and communicatively,
students feel bored and find it difficult to concentrate , their attention wanders, and they
may spend much of the lesson time thinking or dreaming of other things. So the poor
quality of effort and attention will reduce their learning results. Besides, because of
bordom, students may start out -of- focus talks often talk or produce unruly behaviour,
therefore more valuable learning time may be wasted on coping with discipline problems.
On the contrary, if students are interested in what is done, they will not only learn
effeciently, they are also likely to enjoy the process and want to continue learning.
Nunan (2007) emphasized that oral practice activities ,in grammar learning and
teaching, not only maintain learners’ interests but also sustain their attention in the long
term process of acquiring grammatical knowledge and skills in English. Oral practice will
offer students opportunities to practice and use grammar realistically and meaningfully so
as to activate learners’ knowledge of grammar. Oral grammar practice also increase the
realism and usefulness of grammar lessons. Moreover, for many teachers, correcting
grammar errors in students’ written work is quite a time consuming task.
In brief, grammar should be taught through oral practice activities to increase students’
interests which results in more effective grammar acquisition.
2.5.2. Classification of oral practice activities in teaching and learning grammar
2.5.2.1. Drills
In Harmer’s view (1999), drills are “fairly mechanical ways of getting students to
demonstrate and practice their ability to use specific language items in a controlled
manner”. Usually oral grammar practice is done with the whole class rather than with
students in pairs and the teachers are able to get students to ask and answer questions
quickly and efficiently. The advantage of this technique is that teachers can correct any
mistakes that students make and can encourage them to concentrate on difficulties at the
same time. However, the problem with drills is that they are often not very creative , to
which a solution initiated by Harmer (1999) is that teachers should make sure not to
14
overuse them and that they do not go on for too long. As soon as students show that they
are able to make correct sentences with the new item, the teachers should move on to more
creative activities. Riverers and Temperley (1991) classified oral drills into six types :
a.Repetition presentation drills :
In this part, the teacher gives a model sentence containing a particular structure or
form to be manipulated and the students repeat the sentence with correct intonation and
stress. Repetation drills are not , in one sense, a special category of exercises which will be
used for practicing certain type of structures; they represent, rather, a commonly used
technique for familarizing students with a specific structure. For this reason, they are
sometimes called presentation drills. This oral exercise can be illustrated as below:
MODEL :Where is the bank ? Oh, I see it.
STUDENT:Where is the bank? Oh, I see it.
MODEL: Where are the banks? Oh, I see them.
STUDENT:Where are the banks ? Oh, I see them.
This activity is judged as unreality and lack of application to the students’ situation. In
such above example, unless the students are looking at a picture showing a scene in a city,
it could become completely mechanical, with students attending only to the cue words ‘it’,
‘them’ ,or merely repeating them absentmindedly with the rest of what is fed to them. This
activity can be made real and applicable by introducing some reality like referring to
objects the students can see and having them point to things as they reply.
b. Substitution drills.
Each substitution requires correlative changes to be made elsewhere in the model
sentence:
MODEL : She likes her book
CUE : You…
RESPONSE : You like your book
CUE : Smith and Tom
RESPONSE : Smith and Tom like their books
This drill is termed correlative substitution and methodologists discuss it as useful for
studying such things as reflexives, possessives, the –s ending of the third person singular
verb in the present tense, the changing forms of the verb be , irregular verbs, the inflection
of the verb after relative pronouns, the forms of the plural and possessive morphemes, and
15
certain sequences of tenses in related clauses. To some extent, this activity is still
mechanical and it’s suggested that the cue be designed with a natural sounding tag which
elicits a response that completes a conversational interchange to make it more realistic.
Another subdivision of substitution drills is called multiple substitution drills in which
, to make the substitutions in the appropriate slots, students have to think of the meaning of
the whole sentence . For this reason, students need to be very alert to perform this exercise
successfully.
MODEL : Nam brings many dics to class.
CUE: Jane and Mary
RESPONSE : Jane and Mary bring many dics to class.
CUE : books
RESPONSE : Jane and Mary bring many books to class.
CUE: The lecturer
RESPONSE : the lecturer brings many books to class.
This activity can be a testing tool to see if students can continue to make a certain
grammartical adjustment they have been learning while they are distracted by other
preoccupations.
c. Conversions
This term is used for exercises in changing sentence type , in combining two sentences
into one , in moving from one mood or tense to another, in changing word class (e.g.,
replacing nouns by pronouns), substituting phrases for clauses or clauses for phrases (e.g.,
adverbial phrases for adverbial clauses, infinitive phrases for clauses), or substituting
single words for phrases or phrases for single words (e.g.,adverbs for adverbial phrases,
adjectives for adjectival phrases). Conversions can be classified into three subdivisions :
general conversions, combinitions and restatement.
- General conversions:
Example: Change the following sentences into questions:
CUE: a. Smith and Tom are reading books in the library now.
RESPONSE : -> Are they reading books in the library now?
CUE : b. The actor lives in The USA.
RESPONSE : -> Does the actor live in the USA?
16
This traditional type of elementary conversion exercise requires the student to attend
to a number of different aspects of the formation of general questions in a very few items.
Students are required to use subject-inversion with ‘be’, doperiphrasis with single and with
popular subjects, and with main verbs including ‘have’ and ‘do’ and ‘a modal’ . This is a
formidable task for an elemetary-level student.
Conversion exercises like the following are also used:
Example : Listen carefully to each of the following sentences and replaced the words
which are repeated by pronouns in the appropriate form and position the words which are
repeated. You may need to add a preposition:
MODEL: Tom gave his mother a pen. His mother
RESPONSE: Tom gave her a pen.
CUE: Mary calls her friends a pig.Her friends
RESPONSE: Mary calls them a pig.
As far as I’m concerned, those conversion exercises should be made more vivid by
associating structure with action. Students may be asked to reply to instructions and
questions by making statements of their own invention.
*Combinations
“Combinations” is a form of conversion exercise which has also been used for ages. It
involves a process which reflects certain features of transformational grammatical analysis
and can be very illuminating in differentiating some aspects of the rules. For example,
students usually have difficulties in understanding whether the relative pronoun must be
retained or it can be omitted.
For example: Combining each of the following pairs of sentences into one acceptable
sentence, using or omitting that where it is possible to do so. Make the first sentence the
main clause :
a. Give me the books
CUE: I left you the books
RESPONSE: -> Give me the books which/ that I left you.
b. Don’t touch the window.
CUE: The window has just been painted
RESPONSE: ->…………………………………….
17
This type of exercise can also be used for creating dependent phrases beginning with
present participles (She came home; She went straight to the toilet. -> Coming home, she
went straight to the toilet.), or with prepositions such as ‘ before’ and ‘after’
*Restatement
Restatement is another kind of conversion exercises. One frequently used type of
directed dialogue is a restatement exercise.
Example :
CUE: Tell Jane your name is Tom.
RESPONSE : Jane, my name is Tom .
CUE : Ask Nam where he is going
RESPONSE : Where are you going , Nam ?
All kinds of restatements can be intended to practice different grammatical features. A
realistic note is added if one student pretends to be giving directions to a third party by
telephone , while a second student is supplying the necessary information.
Another type of replacement (sometimes called a contraction) consists of replacing a
longer expression with a shorter one (eg: a clause with prepositional phrase, a prepositional
phrase with a noun phrase …).
Example : Restate each of the following sentences by replacing the relative clause with
an infinitive construction , the words italicized with a noun phrase
a.I need a backpack that I can put my picnic- food in.
RESPONSE: I need a backpack to put my picnic- food in.
b.The man who owns the villa is a famous doctor.
RESPONSE: The owner of the villa is a famous doctor.
d. Sentence modification
According to Rivers and Temperley, we can subdivide sentence modification into
three kinds : completions , expansions and deletions
*Completions
In completions, part of the sentence is given as a cue and the students finish the
sentence either with semantically constant segment in which some syntactic or
morphological change must be made according to the cue , or with a suitable segment
which is to some extent semantically governed by the cue , or with a segment of their own
invention.
18
Example: You will hear the model sentence : If I see her, I’ll tell her.
Throughout the exercise, you will retain the same concluding notion, varying the
segment from future tense to conditional as the introductory segment changes.
MODEL : If I see her, I’ll tell her about that .
CUE : If I saw her…
RESPONSE: If I saw her, I’d tell her about that.
CUE : If You took it…
RESPONSE : IF you took it, I’d tell her about that.
For vocabulary learning, this kind of exercise is also useful.
Example: Complete the following statements with the appropriate occupation- term,
considering the following model :
MODEL : A person who does the gardening is a gardener
CUE :A person who gives lectures …
RESPONSE : A person who gives lectures is a lecturer
Moreover, completion exercises allow students to make their personal semantic
contribution within a syntactically fixed framework. It is useful for practising such things
as restrictive and non- restrictive relative clauses.
Example : Invent a completion containing an infinitive construction for each sentence
you hear , according to the model : He was the second man … He was the second man to
ask her that question.
CUE : Mr Smith has decided…
RESPONSE: Mr Smith has decided to go to Ha Long Bay this summer.
Or : Mr Smith has decided not to go to Ha Long Bay this summer
Or : Mr Smith has decided to give a birthday party next Sunday.
* Expansions
In expansions, they require strictly grammatical manipulation and are useful for
learning such things as the position of adverbs. It can be a student or teacher directed.
BASIC SENTENCE : He leaves home for work.
CUE : early
RESPONSE: He leaves home for work early
CUE: rarely
RESPONSE: He rarely leaves home for work early.
19
Students can practise many other grammartical features in this way such as position of
adjectives in modifying nouns. Further more, expansions also give students the opportunity
to create new and original sentences from a basic one ,often in a competitive atmosphere.
CUE: The lady is crossing the street now.
STUDENT A : The tired old lady is crossing the quiet street now.
STUDENT B : The boy is crossing the main busy street at the moment.
* Deletions
Deletions are the reverse of expansions.
Example : Delete the negative elements in the following sentences, making any necessary
changes.
CUE : We don’t like coffee.
RESPONSE: We like coffee.
CUE : He didn’t leave.
RESPONSE : He left.
e.Response practice:
We all know that all oral exercises are forms of response practice . In the particular
types referred to here, question- answer or answer- question procedures are used. Response
practice can be devided into three sub- classes:
* Question- answer practice :
Students can practise the structure of questions through conversion exercises. This type
of exercise is useful for such things as forms and uses of tenses, pronouns and cleft
sentences, which make clear information focus. It’s usually associated with a picture, slide,
or film reading material, film, some project or activity, or a game.
Example : Students have been reading about or viewing a film of the adventures of a
group of young people in Boston. Through this conversation, a lot of situations can be
created in the classroom for both asking questions and obtaining answers.
Q. Why didn’t they come home before midnight?
A . They didn’t come home because there were fireworks over the
river. It was the Fourth of July.
Q. Do you often stay out late at night ?
A. No, I go home early because I’m always hungry.
20
* Answer- question practice:
Answer- question practice takes place when the teacher, or a student, has the answer
and the others have to find out what it is. This kind of exercise happens naturally and
excitingly in such games as Twenty Questions, Who and What. In this game, a student
thinks of someone or something . The players, by asking questions to which A may reply
only yes or no, narrow the field of possibilities until they are able to guess the person or
object in questions .Before the game is lost , twenty questions may be asked only.
* Rejoinders :
In English and in other languages, there are conventional ways of responding to the
utterances of others which ease social relations and make communication less effortful :
ways of agreeing, disagreeing, expressing surprise, astonishment, pleasure,…These
responses are often not taught in any systematic way to students of English . Some
rejoinders will be learned incidentally because teachers will use them very often , others
can be practised in an oral exercise from time to time .
Example : Listen to the following sentences and respond to each with an appropriate
rejoinder or exclamation.
CUE: Good bye and see you at the cafe’ near the school.
RESPONSE : ok
f. Translation exercises :
River and Temperly indicate that translation exercises have slipped into disfavor lately.
This is not because translation itself is reprehensible. In fact, it is a natural process with
many practical uses.
Oral translation drills can be useful where the students learning English share the same
first- language background. A series of sentences in the native language is given to elicit
rapid formulation of the English equivalents. We may design the series in order to elicit a
series of utterances in a tense being practised. (e.g., she’s leaving, we are reading, they are
singing, etc.. ).
Briefly, such kinds of oral practice are very structured way to introduce students to a
new grammatical item. However, most of the oral drills tend to be mechanical and less
communicative as requires little free communication from students.
21
2.5.2.2. Personalized activities
This activity is made in a way that students practise grammar while being required to
talk about themselves in an involved way at the same time. Teachers ask students to
discuss things that affect their personality and to use this subject matter as focus for their
grammar practice . In order to make practice drill more involving , teachers can get
students to contribute something of their own with teachers’ instructions and
encouragement.
Example : Students are practising the present progressive tense . They work in groups
and one after the other has to say something which is happening at the moment of speaking
-> This is Kim Anh. She is talking in class now.
-> This is Minh Quan. He isn’t talking now. He is drawing.
This activity is named chain drill, it is not very mechanical. For this activity, students
can practise the form of a grammatical item they have just learned.
2.5.2.3. Interactive activities
One of the problems, as mentioned earlier, about drills is that they are fairly
monotonous. Some ways must be found to make controlled language practice more
enjoyable and more meaningful , one of which is by using interactive activities . These are
designed in such a way that students work together , exchanging information in a
purposeful and interesting way . The following example of using charts can illustrate an
interactive activity :
Example : Students have to write down one of their classmate’s name. Then they ask
that student the following questions:
What’s your favourite T V programme ?
When did you last see your favourite T Vprogramme ?
How often do you see your favourite T V programme ?
Students can move round the classroom asking as many classmates as possible these
questions and fill in the chart with their answers. After finishing the survey, students can
report the findings.
2.5.2.4. Games
Without games in class , lessons can’t be attractive to students. Games can be an
integrated part of the teaching syllabus. At any stage of language teaching process –when
teaching new language items (presentation, controlled practice, communicative practice, or
22
consolidation) or when revising previously presented language items ,teachers can use
games ,provided that they are suitable to each stage’s purposes.
Students can gradually realize the English grammar structures by doing games- like
activities. During the lesson, students can explore the context and discover the new
language rules themselves. Students have many chances to play games- to practise
communicating through oral activities. If the topics of the game chosen are suitable and
interesting , students can take part in the lesson more actively and enthusiastically and thus
find the grammar lesson very useful to them.
For example: In Unit one- A DAY IN A LIFE OF…- Writing period (sgk lớp 10 –ban
cơ bản).
Teacher (T) warms students (Ss) up by having them play a game called Noughts and
Crosses . T divides the whole class into 2 groups : Noughts and Crosses. T puts the poster
on the table. Ss look at the poster :
At first
before
then
in the end
since then
after that
after
as soon as
until
till
while
at that time
one day
when
finally
therefore
T asks Ss to choose word by word in the cells and make sentences with each word.
The 2 groups take turns to choose word by word to make sentences. A correct sentence
gets one O or X . The group with 3 O or X vertically, horizontally, or diagonally first will
be the winner. Of course, the sentences they make must be grammatically correct and make
sense. After finding out the winner, T stops the activity and gives feedback.
The game not only helps Ss to practise a grammatical item but also creates a relaxing
environment and motivation for them to do the practice effectively.
In summary, when grammar is taught with oral practice activities and used as a means
of communication rather than as a means for correcting the mechanics and accuracy of
23
sentences, it becomes more purposeful so there is a more motivating focus for classroom
learning. Students are more interested in learning English. As the result, they will acquire
more knowledge of English grammar .It means that oral English grammar practice brings
positive attitudes towards learning English grammar.
2.6. Conclusion
Briefly, this presents the literature related to the study. Not only the definition, the
role of attitudes as well as the factors influencing students’ attitudes towards English
grammar learning, but also Communicative Language Teaching and oral grammar practice
are also viewed to figure out the most suitable techniques for effective English grammar
teaching. Applying these techniques, the researcher wishes to discover how they can
change Tran Nguyen Han High School students’ attitudes towards grammar learning. The
following will focus on the research methodology .
24
CHAPTER III : METHODOLOGY
In the preceding , the literature on the research topic was briefly reviewed to form the
theoretical basis for the whole study. Turning to the practice side, this study was carried
out with strict adherence to justified methods of data collection and analysis in order to
maximize its vavidity and reliability. This claim would be subtaintiated in this as the
participants, the instruments as well as the data analysis are discussed in detail.
3.1. Study design
This study aims at measuring the effect of oral grammar practice on students’
attitudes. The researcher gives pre- questionnaire and post-questionnaire . The following
design is applied to carry out this study.
Pre-treatment questionnaire :O
Treatment : X
compare
Post- treatment questionnaire :O
O is dependent variable (attitude) and X is independent variable (oral English grammar
practice). X is the treatment administered to the subjects. The difference between the preand post- questionnaire scores is taken as an index of the effectiveness of the treatment
condition.
3.2. Research questions
a. What are the 10th grade students’ attitudes towards grammar learning when
traditional teaching methods are used?
b. How can oral practice change positively Tran Nguyen Han 10th graders’ attitudes
towards English grammar learning ?
3.3. Subjects of the study
The subjects of the study were 200 students from class 10 C1,C2,C3,C4 at Tran
Nguyen Han High School. All of them were born in 1993 in Hai Phong and they are
both male and female. Many of them come from comparatively poor families so their
learning condition is not good enough. Their parents can hardly afford to pay even
small amount of money for their children’s schooling. A dictionary, a cassette player or
25
even some English books are beyond their reach. Their tools are “Grade 10 English books”
only. In addition to this, their lack of awareness of the importance of English as well as
their teachers’ teaching method leads to their negative attitudes towards learning English.
Although most of them already learnt English for at least four years at lower secondary
school, their knowledge of English is still poor and limited. Hardly can they say a correct
sentence in the target language.
3.4. Data collection instruments
The data was obtained with different instruments : experiment questionnaires and
interviews .
3.4.1. Questionnaires
As for Gillham (2000), questionnaire is considered the most appropriate research
instrument for gathering information concerning the attitudes of the respondents. There are
three reasons. Firstly, as the respondents want to remain anonymous, information from
questionnaire can be confidential. It is hoped that people will undoubtedly fell freer in an
anonymous style of responding. Secondly, a questionnaire is easy to administer enabling
the researcher to survey a large number of respondents. Thirdly, the respondents can
complete the questionnaire whenever it suits them. Moreover, this is a confirmatory
research study. To gather data for the research, two questionnaires were administered : the
pre- questionnaire focused on students’ conventional attitudes towards grammar learning;
the post- treatment questionnaire was given to measure possible changes in students
attitudes as the result of actual use of oral grammar practice in class.
* Pre- treatment questionnaire
There are10 items in the pre-questionnaire. The purpose of this research is to
investigate the students’ conventional attitudes towards English grammar learning.
Students have to choose the best option which best describles their opinions .
* Post- treatment questionnaire
The 10 items of an attitude scale were used to find out changes in students’ attitudes
towards English grammar learning in the post- treatment phrase.
26
3.4.2. Interviews
This study aims at finding out the students’ attitude towards grammar acquisition
when it’s taught either in traditional way or through oral grammar practice. It is not of
naturalistic inquiry by nature, therefore the researcher choses the structured interview so as
to achieve consistence. In the pre- treatment interview, students are asked 5 questions. The
questions focus on students’ awareness of the importance of grammar, students’ interests
in grammar learning as well as their comment on grammar teaching.
Students are asked 5 other questions in the post- treatment interview after oral
grammar practice was applied in teaching.
3.5. Study procedures
The experiment was conducted in 15 weeks from the beginning of October. The
subjects are students from 4 grade 10 classes.The procedures to carry out the study are as
followed:
Week 1 and week 2 : Pre- treatment questionnaire and interview
Pre- treatment questionnaire and pre- treatment interview were conducted with the
involvement of 200 students in week 1 and week 2 to identify the students’ current
attitudes towards English grammar learning.
Week 3 -14: Experimental lessons
The time for experimental teaching was 12 weeks. Each week had 1 period of
grammar (45 minutes). The researcher herself was in charge of teaching 12 lessons to these
four experimental classes with the application of oral grammar practice. Three or four oral
communicative activities were used in each lesson and the students were encouraged to
participate in. These oral English grammar practice activities were taken from different
sources such as textbooks, reference books, and magazines.
27
Week 15 : Post- treatment questionnaire and post- treatment interview
After the application of oral grammar practice, the post – treatment questionnaire and
interview were given to the same 200 students of the 4 experimental classes to identify
changes in the students’ attitudes towards English grammar learning
3.6. Data analysis
Data were collected from different sources : questionnaires , interviews . Pre- treatment
questionnaire and interview were used to find out students’ conventional attitudes towards
English grammar learning. After that the results of post – treatment questionnaire and
interview were compared to find out whether there were changes in students’ attitudes
towards grammar learning after the application of oral English grammar practice.
The interviews data served to support the data obtained from the survey questionnaires.
28
CHAPTER IV- DATA ANALYSIS AND DISCUSSION
4.1.Questionnaires
4.1.1. Data analysis of the students’ experiment questionnaires
4.1.1.1. Data analysis of pre- questionnaires
The data obtained from the students’ questionnaires will be discussed to find out the
students’ conventional attitudes towards English grammar before the application of oral
English grammar practice.
Percentage
100%
97.5%
90%
80%
70%
60%
50%
40%
30%
20%
10%
2.5%
0%
Yes
No
Graph 1: Students’ opinion of the importance of English grammar for
language learning.
Source: Question 1, pre- experiment questionnaire.
As can be seen in graph 1, most students (97.5%) state English grammar is necessary
for their language learning. Only 2.5% of the students have opposite ideas with that point
of view. Thus, the majority of the students realizes the importance of English grammar in
their language learning.
29
Percentage
100%
80%
60%
40%
20%
0%
100%
90%
96%
93.5%
Agree
Disagree
10%
0%
a
b
6.5%
0% 0%
4%
c
d
e
Graph 2: The reasons why English grammar is important in language learning.
Source : Question 2, pre- experiment questionnaire.
With regard to the reasons why they think English grammar is necessary, all of the
students believe that English grammar helps combine words into sentences to express ideas
and feelings…, 96% of the students report English grammar assists the learners in
memorizing and using the language appropriately in communication, 93.5% of the students
agree that English grammar is essential in developing various language skills to reach the
aim of communication, 90% of them say English grammar helps develop the learner’s selfconfidence in using language. 6.5% of the students have the other ideas.
Percentage
9%
No
Yes
91%
Graph 3: Students’ opinions of learning English grammar.
Source: Question 3, pre- experiment questionnaire.
Graph 3 illustrates that the largest number of students (91%) say they don’t enjoy
learning English grammar, only 9 % of them enjoy learning it.
30
Percentage
97.5%
100%
95.5%
90%
80%
70%
60%
50%
40%
30%
20%
0.0%
10%
0.0%
0.0%
0.0%
0%
boring
interesting
stressful
ralaxing
enjoyable
Others
Graph 4 : Students’ impression of learning English grammar at school.
Source : Question 4, pre- experiment questionnaire.
According to the data in graph 4, students’ feedbacks on learning English grammar at
school sound very dull. 97.5% of the students asked say that English grammar learning at
school is boring and 95.5% of the students consider learning English grammar at school
stressful. No student thinks English is interesting, relaxing, and enjoyable. Basing on graph
4, we know that the students don’t like learning English grammar.
Percentage
100%
100%
90%
90%
85%
80%
70%
55%
45%
60%
50%
Agree
Disagree
40%
30%
15%
20%
10%
0% 0% 0%
10%
0%
A
a
B
b
C
c
D
d
Ee
Graph 5: Factors influence students’ attitudes towards grammar learning.
Source : Question 5, pre-experiment questionnaire.
31
On defining the factors that influence students’ attitudes towards grammar learning,
their opinions vary. It is no surprise that all students agree the good teaching method has
great influence on students’ attitudes towards grammar learning. 90% of the students state
that English teachers’ proficiency and rich knowledge also influence the students’ attitudes
towards grammar learning. Only 10% of the students disagree with this idea. The majority
of the students (85%) report the suitability of the syllabus for English grammar is one of
the factors which influence students’ attitudes towards grammar learning . In contrast, the
minority of the students (15%) disagree with this point. More than half of the students
(55%) disagree that difficult English grammar may influence their attitudes towards
grammar learning. Nearly half of them (45%) agree with this idea.
Percentage
80%
70%
72.5%
77.5%
70%
60%
50%
40%
30%
27.5%
30%
Agree
Disagree
22.5%
20%
10%
0%
0% 0%
A
a
B
b
C
c
D
d
Graph 6: Students’ opinions of English grammar teaching at school.
Source : Question 6, pre-experiment questionnaire.
When asked about their opinions of English grammar teaching at school, 70% of the
students disagree that the teaching English grammar at school is suitable, only 30% of
them agree with that idea. 72.5% of them don’t think that the teaching English grammar at
their school is motivating, 70% of them don’t think it is suitable, 77.5% of them don’t
think it is effective. Only 27.5% of the students agree that it is motivating, 22.5% of them
think it is effective. None of them has any other opinions.
32
Percentage
100%
98.5%
100%
100%
100%
90%
75%
80%
70%
60%
Often
50%
sometimes
rarely
40%
25%
30%
20%
10%
0%
0%
1.5%
A
a
0%
0%0%0%
Bb
0%
0%
Cc
never
0%0%0%
0%
0%0%
dD
eE
0%0%0%0%
fF
Graph 7: Teaching techniques to present new English grammar structures .
Source : Question 7, pre- experiment questionnaire.
Findings from graph 7 indicate that a large number of students (98.5%) report that
their teachers often give meaning and explained the rules of new grammar structures in
Vietnamese, and 1.5% of the students say they sometimes use this technique when teachers
present a new grammar structure. 100% of the students report their teachers explain the
rules of new English grammar structures in English.75% of the students reveal that they
are rarely given examples of new structures, 25% of them say they never use this
technique. It’s no surprise to know that 100% of the students say their teachers never apply
the two techniques “give situations in which the structure is used” and “use structure to
talk about the real situation in the classroom or Ss’ life”.
33
Percentage
100%
100%
93.5%
100%
89%
90%
80%
70%
Often
60%
sometimes
50%
rarely
40%
never
30%
20%
10%
0%
0%0%0%
Aa
12%
6.5%
0% 0%
0%0% 0%0%0%
bB
c
C
0%0%0%0%
d
D
e
E
Graph 8 : Activities students get involved in class to practise new grammar structures.
Source : Question 8, pre- experiment questionnaire.
Data in graph 8 reveals the activities the students get involved in class to practise new
grammar structures and the frequency of doing them. All students (100%) say they often
do written grammar exercises in textbook. 93.5% of the students report they often do
written grammar exercises in textbook or workbook. Only 6.5% of the students report they
sometimes do written grammar exercises in textbook and workbook. 88.5% of the students
state they sometimes do written grammar exercises outside textbook and workbook. 11.5%
of them reveal that they often do written grammar exercises outside textbook and
workbook. None of them say they rarely or never do. It’s quite surprising to see that 100%
of the students report they never do grammar practice orally.
34
Percentage
100%
100%
80%
60%
40%
0%
20%
0%
Yes
No
Graph 9: Students’ expectations.
Source : Question 9, pre- experiment questionnaire.
Graph 9 illustrates that 100% of the students would feel happy if the teachers change
the teaching methods and techniques in presenting and practising new grammar structures.
It indicates that the current grammar teaching methods and techniques in presenting and
practising new grammar structures of the teachers are very boring and not suitable.
100%
90%
80%
80%
60%
40%
20%
20%
10%
0%
G ames
P air works
G roup works
V ideos
Graph 10: Students’ suggestions of changes in teaching methods and techniques.
Source: Question 10, Pre- questionnaire.
90% of the students think games should be introduced in the grammar lessons. 80% of
them think pair- works. 20% of them think group- works. And 10% of them reveal that
they like videos. From these figures, we realize that the students want their grammar
lessons more exciting and relaxing.
35
4.1.1.2. Data analysis of post - questionnaires
a. Drillings with word c ues ,
pic tures as prompts
b. L anguage games
P erc entage
120%
c . P roblem s olving tas ks
100%
80%
100%
95%
91%
100%
90%
87.5%
d. Ques tions and ans wers
60%
e. R ole playing
40%
f. F ree dis c us s ions
20%
0%
0%
g. O thers
Ac tivities
Graph 11: Oral grammar activities students got involved in.
Source: Question 1, post- experiment questionnaire.
Indicating the activities they got involved in to practise grammar structures over the
experiment period, students don’t vary in their opinions. 100% of them choose “Questions
and Answer” (Q & A) and “Role playing”, 95% of them choose “Language games”, 91%
of them choose “Drillings with word cues, pictures as prompts”, 90% of them choose “Free
discussions”, 87.5% of them choose “Problem solving tasks”. None of the students has
other ideas.
P erc entage
120%
100%
80%
90%
100%
100%
85%
92.5%
95%
60%
40%
20%
0%
0%
a
b
c
d
e
f
g
Graph 12: Ranking oral grammar activities according to students’ preference.
Source: Question 2, post- experiment questionnaire.
When asked to rank the activities (Drillings with word cues, pictures as prompts;
Language games; Problem solving tasks; Questions and Answers; Role playing; Free
36
discussions; Others..), according to their interest and usefulness, all the students (100%)
choose “ Language games” and “Q and A”, 95% of the students choose “Free discussions”,
92.5% choose “Role playing”, 85% of the students choose “Problem solving tasks” and no
students have other ideas. From the graph 12, we realize that the students like “Language
games” and “Q and A” most of all.
P erc entag e
95%
100%
90%
a. V ery often
80%
b. O ften
70%
60%
c . S ometimes
50%
d. R arely
40%
30%
20%
5%
10%
0%
0%
0%
Graph 13: Frequency of students’ involvement in oral grammar activities.
Source: Question 3, post- experiment questionnaire.
The survey results in the questionnaire indicate that 95% of the students got involved in
practising oral grammar very often, only 5% of them say they often did this. This could
reflect that oral grammar practice was used very often over the experiment period.
P erc entag e
100%
80%
60%
40%
20%
0%
V ery muc h
OK
Not very
muc h
Not at all
a. Individually
0%
0%
12%
88%
b. P air-works
10%
90%
0%
0%
c . G roup works
82%
16%
1%
1%
d. W hole c las s
0%
0%
13%
87%
Graph 14: Students’ preference with regard to oral grammar activities organization.
Source: Question 4, post- experiment questionnaire.
37
According to the data in graph 14, students’ preference with regard to oral grammar
activities organization also sounds very encouraging. 88% of the students asked say that
they they don’t like grammar practice to be organized individually at all in their lessons,
12% of them say “not very much”. 87% of them state they don’t like it to be organized in
the whole class at all, 13% of them say “not very much”. Of those students, 90% think
pair- works are OK, 10% rank them at the degree of very much . 82% of the students like it
to be organized in groups very much, 16% of them choose “OK” column, only 1% rank
“not very much” and 1% also rank at the degree of “ not at all”.
100%
90%
90%
Yes
80%
No
70%
a. I felt nervous speaking aloud
60%
b. I could not concentrate because the class was noisy
50%
c. I didn't have enough time to fulffill the tasks
40%
d. I was under much pressure when taking part in it
30%
e. Others
20%
10%
10%
7.5%
12%
10%
5.0%
0%
0%
1
Graph 15: Students’ difficulties when doing grammar practice orally.
Source: Question 5, post- experiment questionnaire.
When asked if the students have any difficulties when doing grammar practice orally,
90% of the students answer “no”, only 10% of the students find doing grammar practice
orally difficult. 10% of them think it makes the class noisy, 7.5% of the students feel
embarrassed, 5% of them feel scared. It’s very glad to know that no student is under much
pressure when doing grammar practice orally.
38
P erc entage
120%
100%
100%
90%
80%
100%
95%
60%
40%
20%
0%
12%
15%
e. S tres s ful
f. E mbarras s ing
g. O thers
0%
a. V ery
interes ting
b. Us eful
c . Motivating
d. B oring
Graph 16: Students’ opinions of oral grammar activities.
Source: Question 6, post- experiment questionnaire.
With the new way of teaching English grammar applied in grammar lessons over the
last 12 weeks, 100% of the students agree that oral grammar practice is interesting and
relaxing, 95% of the students think it is motivating, 90% of them think it is useful.
Through these figures, we have right to say that in general oral grammar pracice is useful,
interesting and motivating. It is suitable for students to learn grammar at school.
P erc entage
120%
100%
100%
90%
85%
90%
87%
V ery muc h
80%
OK
60%
40%
20%
Not at all
15%
0%
0% 0%
7%
3%
10%
3%
10%
0%
0% 0% 0%
0%
a. It
enc ourages
us to c ooperate in
learning
b. It helps us c . It makes
unders tand
grammar
and
les s ons more
memoriz e
enjoyable
grammar
s truc tures
d. It gives us
opportunities
to us e
E nglis h
naturally and
meaningfully
e. It makes
me like
learning
E nglis h
grammar
more
g. O thers
Graph 17: The usefulness of oral grammar practice in students’ language learning.
Source: Question 7, post- questionnaire.
39
Concerning the usefulness of oral grammar practice in students’ language learning, the
overall remark is quite positive. Specifically, 100% of the students say that it helps them
understand and memorize grammar structures very much, 90% appreciate its enjoyableness
very much, 7% find it OK. However, 3% admit that it doesn’t make grammar lessons more
enjoyable at all. Of those students, 90% think it makes them like learning English grammar
very much, 10% think OK. The largest number of the students (87%) rank the option “d” at
“very much”, 10% choose “OK” column, only 3% choose “not at all”. 85% think it
encourages them to co-operate in learning very much, only 15% find it OK.
P e rc e nt a ge
1%
99%
Yes
No
Graph 18: Students’ preference in oral grammar practice.
Source: Question 8, post-experiment questionnaire.
Showing reference in oral grammar practice, 99% of the students wish to continue
getting involved in oral grammar practice in their grammar lessons in the coming time,
only 1% of the students have opposite ideas. This proves that there has been an attitudinal
changes among students. They have positively attitudinal changes towards grammar
learning.
40
Percentage
99%
90%
87.5%
100%
90%
80%
70%
a.
b
c
d
60%
50%
40%
30%
20%
0%
10%
0%
1
Graph 19: Reasons for continuing oral grammar practice in the coming time.
Source: Question 9, post- experiment questionnaire.
When asked about the reasons why they would prefer to continue getting involved in
oral English grammar practice, 99% of the students think because oral grammar practice
helps them make progress in learning English structures and feel confident in using them,
90% of the students state that because it makes English grammar lessons more lively,
interesting and stimulates them to learn English, 87.5% of the students think because it
assists them in improving language knowledge, language skills and working skills.
9.0%
Percentage
9%
8%
7%
6%
5%
a
b
c
d
4%
3%
2%
1%
0%
0%
0%
0%
1
Graph 20: Reasons for not continuing oral grammar practice in the coming time.
Source: Question 10, post- experiment questionnaire.
41
There’s no surprise when we know that no student thinks oral grammar practice is
difficult for them to use or it doesn’t help them much in memorizing the structures. They
want to continue using oral grammar practice in their grammar lessons in the coming time.
Only small amount of the students (9%) think they wouldn’t prefer to continue getting
involved in oral grammar practice in their grammar lessons in the coming time just because
they don’t have to take final oral grammar test.
4.1.2.Comparison of students’ attitudes towards grammar learning between preexperiment questionnaire and post- experiment questionnaire.
According to the results from pre- questionnaire and post questionnaire, we can see
that after the treatment, students’ tension reduced due to the effects of oral practice
activities. In other words, students’ attitudes have changed positively thanks to oral
grammar practice. In pre- experiment questionnaire, 97.5% of the students report that
English grammar is necessary for their language learning, and the same amount of students
admit that learning grammar at their school is boring. 95.5% of the students say it is
stressful. All the students agree that the good teaching method may influence students’
attitudes towards grammar learning. When thinking of the teaching English grammar at
their school, 70% of the students reveal that it is not suitable. 98.5% of them report that
their teachers present a new English grammar structrure by giving meaning and explain the
rules of new grammar structrures in Vietnamese. 100% of them say their teachers never
give situations in which the structrure is used and their teachers never use the structure to
talk about the real situation in the classroom or students’ life. And all of the students state
that they often do written grammar exercises in textbook. 100% of them say they never do
grammar practice orally. There’s no surprise when the students all feel happy if their
teachers change the teaching methods and techniques in presenting and practising new
grammar structrures. In contrast, in pre- experiment questionnaire, 100% of the students
say they find pair works or group works, communicative games the most interesting and
useful. All the students say oral English grammar is interesting and relaxing and they all
agree that it both makes grammar lessons more enjoyable and makes the students like
learning English grammar more. 99% of the students would prefer to continue getting
involved in oral English grammar practice in their grammar lessons in the coming time.In
42
conclusion, thanks to oral grammar practice, students’ attitudes changed positively. They
like to learn English grammar in particular and English in general more.
4.2. Interviews
4.2.1. Pre- treatment interview
Fifteen volunteer respondents were selected. The students were asked and answered in
three groups in Vietnamese. This was to guarantee the truthfulness of the information in
case the students were not confident enough in answering in English or they may get
confused in understanding the interview questions. All the interview were audio- taped and
transcribed. The full transript of the interview was given in Appendix.
4.2.1.1. Students’ awareness of the importance of grammar
All the respondents (100%) emphasize the importance of grammar in their learning.
All of them think that English grammar is necessary for their language learning because it
is the most basic to help them understand the input and develop different language skills to
reach the aim of communication. Without grammar, students can’t understand texts. They
agree that making ungrammatical sentences may cause misunderstanding and lead to
communication breakdown.
4.2.1.2. Students’ attitudes towards grammar learning
Nearly 88% of the respondents strongly agree that grammar learning in class was
boring. 33.3% of the students report that “Grammar lessons go on in the same way. The
activities are repeated day by day so the lessons are very boring”. On the whole, most
students do not like learning grammar. They show negative attitudes towards lessons
because grammar teaching doesn’t attract them enough.
4.2.1.3. Students’ opinion of the syllabus.
Most students (86%) have negative opinions about the syllabus. They want to leave
grammar lessons out of the course although they are all aware of the importance of
grammar. As for them, grammar lessons are too theoretical. They want fewer grammar
lessons in the syllabus.And grammar lessons should be taught separately.
4.2.1.4. Students’ expectations.
The majority of the respondents (93.3%) report that “One way to help students enjoy
learning is the proper of teaching style and supporting facilities”. Grammar should be
43
taught more interestingly with different teaching methods. Oral activities such as games,
role-plays and high technology in teaching would reduce the tension of learning
(Beatty,2003). One student says “Communitive activities should be used in class and
written exercises for homework”. All the students (100%) state that the teacher’s teaching
methods influence their grammar learning attitudes. All of them also agree that the
difficulties they have in English grammar learning are : the teaching methods and their
current learning conditions . And they all share the common idea that teachers should
change the teaching methods when teaching grammar.
4.2.2. Post- treatment interview
After the application of twelve grammar lessons, the post- treatment interviews were
given to some students in 4 classes: 10c1, 10c2, 10c3, 10c4.
4.2.2.1. Students’ assessment of oral grammar practice
It is interesting to find out that most of the students (89%) have positive attitudes
towards English oral grammar practice applied in English grammar lessons. They think it
is very useful to them. They like the new teaching method. Grammar teaching is effective
because it helped students not only know the rules but also the usage. “It is wonderful. I
don’t have to suffer from boring written exercises. I feel pleasant with communitive
activities in the lessons. I like learning English more.” Most students have positive
assessment of the effects of using communicative activities in grammar lessons.
4.2.2.2. Advantages and disadvantages of oral grammar practice
From the result obtained from the post- interview, lots of advantages of oral grammar
practice could be found.One concluded that “In comparison with traditional written
practice,oral grammar practice has many good points. It helps students study and practise
not only grammar but also communicative skills:such as speaking and listening”. All the
students agree that oral grammar practice helps students remember easily grammar rules.
Students had more chance to take their share of responsibility for their learning, to
negotiate and co-operate with each other. Practising grammar through communicative
activities, students could get higher achievement in learning.
On the other hand, there are also some disadvantages : one interviewee said that “I find
it difficult to remember complicated structures such as the present perfect passive. In class,
I know the usage but at home I get confused”. It indicates that oral grammar practice
44
doesn’t seem suitable for difficult structures especially for weak students. As they may fail
to absorb these difficult structures right in class and may have the feeling of insecurity
when not being corrected by the teacher.
4.2.2.3. Changes in students’ attitudes towards grammar learning as the result of oral
grammar practice.
Oral grammar practice has changed positively students’ attitudes towards grammar.
Most students do not find traditional practice exercises interesting at all. They often feel
bored and sleepy while doing a lot of written exercises.90% of the students say that they
dislike sitting in silence to do exercises. With oral grammar practice, it is quite different.
“Learning with pictures, images and games is much more joyful”. 100% of the students
preffer the new way of teaching.
4.2.2.4. Students’ favourite grammar practice activities
Among the communicative activities, games are considered the most favourable.
100% of the students asked like communicative games in class. Students claim that a best
grammar lesson should include games because games require competion. It makes some
positive contribution to the students’ motivation. “I like learning through games most.”
most students confirmed. And they also like pair works or group works.For students,
working in pairs or groups is the second favourable activity because they have more
chance to practise grammar structrures in real situations.
4.3. Discussion
Based on the result of the data collection and analysis in the previous section, this
discussion focuses on the students’ initial attitudes and students’ attitude change towards
grammar learning. The discussion reveals the connection between theory and reality to
answer two research questions.
Question 1: What are the 10th grade students’ attitudes towards grammar
learning when traditional teaching methods are used?
Question 2: How can oral practice change positively Tran Nguyen Han 10th
graders’ attitudes towards English grammar learning ?
The answers are: Students have negative attitudes towards grammar learning with
traditional methods of teaching. Oral grammar practice has changed positively students’
attitudes towards grammar learning. Firstly, in pre- questionnaire, 70% of the students
think that the teacher’s current teaching method is not suitable to the students and 77.5% of
45
the students report that the teacher’s current teaching method is not effective. When talked
about their learning English grammar at school, they don’t find it enjoyable and relaxing.
Students found grammar lessons boring because they had no opportunities to learn from
partner’s strength in a free manner. Therefore, students were often under pressure of
fulliling their work.Secondly, after the application of oral grammar practice, students’
attitudes have changed.In post-experiment questionnaire, 100% of the students strongly
agree that oral grammar practice in English grammar lessons is very interesting and useful
to students. 90% of the students confirm that oral grammar practice makes English
grammar lessons more lively, interesting and stimulates them to learn English. Thirdly,the
major findings of the pre- interview are coincided with the pre-questionnaire with the idea
that students kept initial negative attitudes towards grammar learning. The percentage
number of the students in the pre-interview from 83% to 90% agree that they have to suffer
from boring and stressful lessons and they think that it is necessary to have a change in
grammar learning in the classroom. In pre- experiment interview, we also understand in
detail that 86% of the students have negative feelings about grammar learning. At last,
most of the students share the same ideas that it is necessary to have a change to turn
negative attitudes into positive ones. Lastly, students’ opinions in post-experiment
interview also support post-experiment questionnaire.
Students emphasize prominent advantages of oral grammar practice. Oral practice
facilitates the students in understanding and memorizing grammar structures as well as the
usage so their mastery of English grammar in particular and the English language in
general can be revealed a fact that for complicated structures, traditional written exercises
seem more relevant especially for weak students.
All things considered, it’s true that all of the students expect to have grammar learning
with oral practice activities in the practice stage in the coming time.
In the light of these findings, I would recommend that teachers try to apply oral
practice activities in grammar learning, as they increase students’ interests in learning.
4.4. Summary
Chapter 4 presents the findings from the questionnaires and interviews. Answers to
each question are analyzed and categorized and later compared with or contrasted to
findings from the interviews. The discussion on the findings in the last section of this
gives answers to the two research questions of the study.
46
CHAPTER V : CONCLUSION
5.1. Summary and conclusion:
This research was presented with the aims to investigate the change in students’
attitudes towards grammar learning when grammar was practised orally instead of through
written exercises. The research was based on experimental method which the researcher
uses to find out the attitude change toward grammar learning during a 12- lesson
experiment. The results of the experiment have made it possible to come to the following
conclusion:
Firstly,oral grammar practice reduces tension and bordom. Students can take part in
various activities actively. Also, working in pairs or groups provides an encouraging
environment for natural language use. Further more, mistakes can be detected and corrected
naturally by students themselves, which surely boosts their cooperation skills as well.
Secondly, oral grammar practice increases students’ motivation. Through communicative
activities, students are eager to learn. Therefore, they will make progress with higher result.
Thirdly, oral grammar practice creates contexts for real and meaningful language use.
Students use the language naturally through communicative practice activities in class.
These activities not only make the atmosphere of learning more exciting but also provide
the students opportunities to use grammar structures in real contexts rather than simply
practice them . In addition to this, it seems more effective and better at helping the students
remember and use grammar rules than traditional written exercises.
All things considered, oral grammar practice is suitable for the 10th form students. Most
of the students are more interested in and more attentive to learning grammar because they
have comfortable and exciting learning environment.
It is hoped that the study may be useful for teachers in teaching grammar to the 10th
form students at Tran Nguyen Han High School in particular and to any groups of students
of English in general.
5.2. Limitations of the study:
Due to the lack of time, the data was only collected through one main instrument, the
questionnaire, supported by opinions gathered from short informal interviews with the
students. Therefore, the result of this study may only reflect a part of situation of using oral
47
grammar practice in teaching English grammar at the studied school. There are many
things that need considering and investigating thoroughly. Mistakes and shortcomings are
unavoidable so any comments or extra contributions are welcome.
5.3. Suggestions for further study:
Using oral practice in teaching grammar still remains a wide room to study. Further
research may focus on other subjects like grade 11 and grade 12 students. As for a field of
exploiting oral grammar practice in learning and teaching grammar, the researcher would
suggest that research on building an item bank of oral practice exercises for particular
course book would contribute to deal with the shortage of applicable materials for teachers.
I
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II
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III
APPENDICES
Appendix 1:
Pre - Experiment questionnaire on English grammar learning
The purpose of this research is to investigate students'
attitudes towards English grammar learning.
All information will be confidential. You do not have to
provide your name on this survey. Your response is greatly
appreciated.
Please tick the option that best describes your opinion.
1. Do you think English grammar is necessary for your
language learning?
Yes 
No

2. - Why do/ don't you think English grammar is necessary
for your language learning ?
a. English
grammar
helps
combine
words
into
sentences
to
e
feelings...
b. English grammar assists the learners in memorizing and using
appropriately in communication.
c. English grammar is essential in developing various language s
the aim of communication.
d. English
grammar
helps
develop
the
learner's
self-
confide
language.
e. Others, please specify..........................................
.....................................................................
.....................................................................
.....................................................................
3. Do you enjoy learning English grammar?
IV
Yes 
No 
4. If you talk about your learning English grammar at your
school, which of the following words most reflect your
impression:
boring
interesting

relaxing 

stressful

enjoyable 
Others, please specify...
.............................................................
.............................................................
.............................................................
.............................................................
.............................................................
.............................................................
....................
5. What factors do you think may influence your attitudes
towards grammar learning?
a. The difficulty of the English grammar.
b. The suitability of the syllabus.
c. Teachers’ knowledge
and proficiency
d. Teaching method
e. Others , please specify.........................................
.....................................................................
.....................................................................
.....................................................................
6. What do you think about the teaching English grammar at
your school ?
a. Suitable
V
b. Motivating
c. Effective
d. Others, please specify..........................................
.....................................................................
.....................................................................
.....................................................................
VI
7. How do your teachers present a new English grammar
structure and how frequently do they use these techniques
?
often
sometim
es
rarel
y
never
a. Give meaning and explain the
rules
of
new
grammar
structures
in Vietnamese .
b. Explain the rules of new
English grammar structures
in English.
c. Give
examples
structures
of
new
d. Give situations in which the
structure is used
e. Use the structure to talk
about the real situation in
the classroom or Ss' life.
f. Others , please
specify...................................................
..............................
............................................................
............................................................
.....
............................................................
............................................................
.....
............................................................
............................................................
.....
8. What activities do you get involved in class to
practice new grammar structures and how frequently do you
do them?
Often
a. Do written grammar exercises
in textbook.
Sometime Rarely
s
neve
r
VII
b. Do written grammar exercises
in textbook and workbook.
c. Do written grammar exercises
outside
textbook
and
workbook.
d. Do grammar practice orally.
e. Others , please
specify..................................................
................................
............................................................
............................................................
.....
............................................................
............................................................
.....
..............................................................
..............................................................
.
9. Would you feel happy if your teacher change the
teaching
methods
and
techniques
in
presenting
and
practicing new grammar structures?
Yes 
No

10.What changes in teaching methods and techniques do you
expect from your teacher in grammar lessons?
Please,
specify......................................................
.............................................
.............................................................
................................ ……………………...
.............................................................
.............................................................
.......
.............................................................
.............................................................
.......
.............................................................
.............................................................
.......
VIII
Appendix 2:
PHIẾU ĐIỀU TRA TIỀN THỬ NGHIỆM VIỆC HỌC NGỮ PHÁP TIẾNG ANH
Mục đích của nghiên cứu này nhằm điều tra thái độ của học sinh đối với việc học ngữ
pháp tiếng Anh.
Toàn bộ thông tin sẽ được bảo mật. Em không cần phải nêu tên mình trong khảo sát
này. Câu trả lời của em được đánh giá rất cao.
Xin vui lòng tích vào lựa chọn mô tả tốt nhất ý kiến của em.
5. Em có nghĩ rằng Ngữ pháp Tiếng Anh cần thiết cho việc học ngoại ngữ của
mình không?
Có


Không
- Tại sao em nghĩ/ không nghĩ rằng Ngữ pháp Tiếng Anh cần thiết đối với việc học
ngoại ngữ của mình ?
Đồng ý
Không đồng ý
a. Ngữ pháp Tiếng Anh giúp kết hợp các từ thành một câu
nhằm diễn tả những ý kiến, cảm xúc...
b. Ngữ pháp Tiếng Anh trợ giúp người học trong việc ghi nhớ và
sử dụng ngôn ngữ một cách thích hợp trong giao tiếp.
c. Ngữ pháp Tiếng Anh rất thiết yếu trong việc phát triển
các kỹ năng ngôn ngữ trong giao tiếp.
d. Ngữ pháp Tiếng Anh giúp hình thành sự tự tin của
người học trong việc sử dụng ngôn ngữ.
e. Ý kiến khác, xin mời em nêu rõ..............................................................
..............................................................................................................................
..............................................................................................................................
.............................................................................................................................
6. Em có thích học Ngữ pháp Tiếng Anh không?
Có

Không

7. Về việc học Ngữ pháp Tiếng Anh tại trường mình, em muốn dùng từ nào sau
đây để mô tả ấn tượng của mình:
Buồn tẻ 
Thú vị 
Căng thẳng 
Thoải mái

Thích thú

IX
Những cảm xúc khác, xin mời em nêu rõ...
..................................................................................................................................................
..................................................................................................................................................
..............................................................................................
5. Những yếu tố nào theo em có thể ảnh hưởng đến thái độ của em trong việc học
ngữ pháp?
Đồng ý
Không đồng ý
a. Độ khó dễ của ngữ pháp Tiếng Anh
b. Sự phù hợp của chương trình học
c. Kiến thức và sự thành thạo ngôn ngữ của giáo viên
d. Phương pháp giảng dạy
e. Ý kiến khác, xin mời em nêu rõ..............................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
6. Em nghĩ gì về việc dạy Ngữ pháp Tiếng Anh tại trường mình ?
Đồng ý
Không đồng ý
a. Phù hợp
b. Có động cơ thúc đẩy
c. Hiệu quả
d. Ý kiến khác, xin mời em nêu rõ..............................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
X
7. Giáo viên của em giới thiệu cấu trúc ngữ pháp tiếng Anh mới như thế nào và họ
có làm như thế thường xuyên không ?
thường
thỉnh
hiếm
không
xuyên
thoảng
khi
bao giờ
a. Giải nghĩa và giải thích quy tắc của các
cấu trúc ngữ pháp mới bằng tiếng Việt.
b. Giải thích quy tắc của các cấu trúc Ngữ
pháp mới bằng tiếng Anh.
c. Đưa ra ví dụ về các cấu trúc mới
d. Đưa ra tình huống có sử dụng cấu trúc
mới
e. Sử dụng cấu trúc để nói về tình huống thật
sự trong lớp hoặc trong đời sống của học
sinh.
f. Ý kiến khác, xin mời em nêu rõ...................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
8. Em tham gia các hoạt động nào trong lớp nhằm thực hành những cấu trúc ngữ
pháp mới và những hoạt động đó có được diễn ra thường xuyên không?
a. Làm bài tập viết ngữ pháp trong SGK.
b. Làm bài tập viết ngữ pháp trong SGK và
sách bài tập.
c. Làm bài tập viết ngữ pháp ngoài SGK và
sách bài tập.
d. Thực hành nói ngữ pháp.
Thường
Thỉnh
Hiếm
Không
xuyên
thoảng
khi
bao giờ
XI
9. Em có mong muốn giáo viên thay đổi phương pháp và kỹ năng giảng dạy trong
việc giới thiệu và thực hành các cấu trúc ngữ pháp mới không?
Có 
Không 
10. Em có những đề nghị cụ thể gì về những thay đổi trong phương pháp và kỹ năng
giảng dạy của giáo viên đối với các bài học ngữ pháp?
Xin mời em nêu rõ...........................................................................................
............................................................................................. ……………………...
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
XII
Appendix 3:
POST- EXPERIMENT QUESTIONNAIRE
ON ENGLISH GRAMMAR LEARNING
This questionnaire serves the purpose of finding out
effective
ways
of
teaching
English
grammar
to
10th
form
students at Tran Nguyen Han High School.
Please answer the questions sincerely and precisely .
You do not have to write your name on the questionnaire and
all the information is ensured to be kept anonymously and
will only be used for the purpose of research. Thank you very
much for your cooperation!
Could you please tick the options that best describle your
choice.You may have more than one choice and if you have
other ideas please write in detail in the blank following the
alternative “Others”.
1.
What
activities
did
you
get
involved
in
grammar structures over the last 12 weeks?
a. Drilling with word cues, pictures as prompts

b. Language games

c. Questions and answers

d. Problem solving tasks

e. Role- playing

f. Free discussions

g. Others, please specify:______________
to
practise
XIII
2. Which among the following
activities did you find the
most interesting and useful?
Very
OK
Not
all
at
a. Drillings with word cues, pictures as
prompts
b. Communicative games
c. Questions and answers
d. Problem solving tasks
e. Role- playing
f. Free discussions
g. Others, please specify:______________
3. How often did you get involved in oral grammar practice?
a. Very often

b. Often

c. Sometimes

d. Rarely

4. How would you like oral
grammar practice to be organized
in your lessons?
Very much
a. Individually
b. Pair-works
c. Group-works
d. Whole class
OK
Not very
Not at
much
all
XIV
5. Did you have any difficulties when doing grammar practice
orally?
Yes
No


If yes,
a.
b.
c.

d.

e.
what were the difficulties?


I felt nervous speaking aloud in public
I couldn’t concentrate because the class was noisy
I didn’t have enough time to fulfil the tasks
I was under much pressure when taking part in it
Others, please specify : _____________________
6. What do you think of oral English grammar practice ?
Very
a. Interesting
b.
Useful
c.
Motivating
d. Boring
e. Stressful
f. Embarrassing
g. Others, please specify : _____________________
OK
Not at all
XV
7. How does oral English grammar practice assist you in
learning
grammar in particular and English in general.?
Very
much
a.
It
encourages
us
to
co-operate
Not at
OK
all
in
learning
b. It help us to
understand and memorize
grammar structures more easily.
c. It makes grammar lessons more enjoyable
d.
It
gives
us
opportunities
to
use
English naturally and meaningfully
e.
It
grammar
makes
me
like
learning
English
more
f. Others, please specify : _____________________
8. Would you prefer to continue getting involved in oral
English
grammar
practice
in
your
grammar
lessons
in
the
coming time?
a. Yes 
b. No 
If yes, answer question 9. If no, answer question 10
9. Why would you prefer to continue getting involved in oral
English
grammar
practice
in
your
grammar
lessons
in
the
coming time ?
a. Because oral grammar practice makes English grammar
lessons more lively,interesting and stimulates me to learn
English.

b. Because oral grammar practice helps me make progress in
learning English structures and feel confident in using them.

c. Because oral grammar practice assists me in improving
language knowledge, language skills and working skills.

d. Others, please specify : ____________________
XVI
10. Why wouldn’t you prefer to continue getting involved in
oral English grammar practice in your grammar lessons in the
coming time ?
a.

b.

c.

d.
Because it’s too difficult for us .
It doesn’t help us much in memorizing the structures
Because we don’t have to take final oral grammar test.
Others, please specify : _____________________
Thank
operation!
you
for
your
co-
XVII
Appendix 4:
PHIẾU ĐIỀU TRA SAU THỬ NGHIỆM HỌC NGỮ PHÁP TIẾNG ANH
Phiếu điều tra này nhằm mục đích tìm ra những phương pháp giảng dạy Ngữ pháp
Tiếng Anh hiệu quả đối với học sinh lớp 10 tại trường PTTH Trần Nguyên Hãn.
Xin vui lòng trả lời các câu hỏi một cách thành thật và chính xác. Em không cần phải nêu
tên mình trong phiếu điều tra này và toàn bộ thông tin sẽ được bảo mật và sẽ chỉ được sử
dụng cho mục đích nghiên cứu. Xin cảm ơn em rất nhiều vì sự hợp tác này!
Em có thể tích vào những lựa chọn mô tả chính xác nhất sự lựa chọn của mình. Em có thể
có nhiều hơn một sự lựa chọn và nếu có những ý kiến khác, xin vui lòng nêu chi tiết
trong phầnbỏ trống phía sau chữ "ý kiến khác".
1. Trong 12 tuần vừa qua em đã tham gia vào những hoạt động thực hành cấu trúc ngữ
pháp nào trên lớp?
a. Luyện tập với những từ gợi ý, những hình vẽ gợi ý

b. Chơi trò chơi ngôn ngữ

c. Hỏi và trả lời

d. Nhiệm vụ giải quyết vấn đề

e. Nhập vai

f. Thảo luận tự do

g. Hoạt động khác, xin mời em nêu rõ:______________
2. Những hoạt động nào sau đây theo em là thú vị và hữu ích nhất?
Rất tốt
a. Luyện tập với những từ gợi ý, những hình vẽ gợi ý
b. Những trò chơi ngôn ngữ
c. Hỏi và trả lời
d. Nhiệm vụ giải quyết vấn đề
e. Nhập vai
f. Thảo luận tự do
g. Hoạt động khác, xin mời em nêu rõ:______________
Tốt
Không
XVIII
3. Em có thường xuyên tham gia thực hành nói ngữ pháp không?
a. Rất thường xuyên 
b. Thường xuyên

c. Thỉnh thoảng

d. Hiếm khi

4. Em muốn thực hành nói ngữ pháp được tổ chức như thế nào trong bài học của
mình?
Rất thích
Vừa phải
Không thích lắm
Không thích
chút nào
a. Cá nhân
b. Theo cặp
c. Theo nhóm
d. Cả lớp
5. Em có gặp khó khăn nào trong việc thực hành nói ngữ pháp không?
Có 
Không 
Nếu có, đó là những khó khăn gì?
a. Em cảm thấy hồi hộp khi nói to trước lớp

b. Em không thể tập trung khi lớp ồn

c. Em không có đủ thời gian để hoàn thành bài tập

d. Em cảm thấy bị áp lực khi tham gia thực hành

e. Ý kiến khác, xin mời em nêu rõ : ...................................................................................
6. Em nghĩ gì về việc thực hành nói Ngữ pháp Tiếng Anh ?
Rất tốt
a. Thú vị
b. Có ích
c. Có động cơ thúc đẩy
d. Buồn tẻ
e. Nặng nề
f. Gây lúng túng
g. Ý kiến khác, xin mời em nêu rõ : _____________________
Tốt
Không
XIX
7. Thực hành nói Ngữ pháp Tiếng Anh giúp ích cho em như thế nào trong việc học ngữ
pháp nói riêng và học Tiếng Anh nói chung.?
Rất
nhiều
Vừa phải
Không
chút nào
a. Khuyến khích chúng em hợp tác trong học tập
b. Giúp chúng em hiểu và ghi nhớ các cấu trúc ngữ pháp dễ hơn.
c. Làm cho các bài học ngữ pháp trở nên thú vị
d. Cho chúng em nhiều cơ hội sử dụng tiếng Anh tự nhiên và có ý
nghĩa hơn
e. Khiến em hứng thú học tiếng Anh hơn
f. Ý kiến khác, xin mời em nêu rõ : _____________________
8. Em có muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong các bài học
ngữ pháp của mình trong thời gian tới không?
a. Có

b. Không

Nếu có, trả lời câu hỏi số 9. Nếu không, trả lời câu hỏi số 10
9. Tại sao em lại muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong các
bài học ngữ pháp của mình trong thời gian tới ?
a. Bởi vì thực hành nói ngữ pháp làm cho các bài học ngữ pháp trở nên sinh động, thú vị
hơn và khuyến khích em học tiếng Anh nhiều hơn.

b. Bởi vì thực hành nói ngữ pháp giúp em tiến bộ hơn trong việc học các cấu trúc ngữ pháp
tiếng Anh và tự tin trong việc sử dụng những cấu trúc này

c. Bởi vì thực hành nói ngữ pháp trợ giúp em bổ sung thêm kiến thức, kỹ năng ngôn ngữ và
kỹ năng vận dụng.

d. Ý kiến khác, xin mời em nêu rõ: ……………………………………………………
10. Tại sao em không muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong
các bài học ngữ pháp của mình trong thời gian tới ?
a. Bởi vì quá khó đối với chúng em.

b. Bởi vì không giúp chúng em nhiều trong việc ghi nhớ các cấu trúc

c. Bởi vì chúng em không phải thi tốt nghiệp nói ngữ pháp.

d. Ý kiến khác, xin mời em nêu rõ : .............................................................................
Xin cảm ơn sự cộng tác của các em!
XX
Appendix 5:
PRE-EXPERIMENT INTERVIEW
1.Do you think English grammar is necessary for your language learning? Why ? Why
not? Does grammar learning help you use English better?
2.What do you think of English grammar teaching and learning at your school?
- As for you, is it necessary to have a change in grammar learning in the classroom? What
should be changed ? How should it / they be changed ?
- Supposed that English grammar teaching is not included in the syllabus, do you agree
with this decision ? Why ? Why not ?
3. Do you like your grammar lessons ? Why ? Why not ?
4. In your opinion, which factors influence your grammar learning attitudes?
- Your teacher’s teaching methods
- Your teacher’s English proficiency
- Current teaching and learning conditions
- Textbook and exercise book ( suitable or not suitable ? )
5. What difficulties do you have in English grammar learning ?
XXI
Appendix 6:
PHỎNG VẤN TIỀN THỬ NGHIỆM
1.Em có nghĩ rằng ngữ pháp Tiếng Anh cần thiết cho việc học tiếng của mình không? Tại
sao có ? Tại sao không ? Học ngữ pháp có giúp em học tiếng Anh tốt hơn không?
2.Em nghĩ gì về việc dạy và học tiếng Anh tại truờng mình?
- Theo ý kiến của em, có cần thiết phải thay đổi cách học ngữ pháp trên lớp không? Phải
thay đổi những gì? Thay đổi như thế nào?
- Giả sử việc dạy ngữ pháp Tiếng Anh không có trong chương trình học, em có đồng ý với
quyết định này không? Tại sao có? Tại sao không?
3. Em có thích những bài học ngữ pháp của mình không? Tại sao có? Tại sao không?
4. Theo ý kiến của em, những yếu tố nào có ảnh hưởng đến thái độ học ngữ pháp của em?
- Phương pháp giảng dạy của giáo viên
- Sự thành thạo trong sử dụng tiếng Anh của giáo viên
- Những điều kiện dạy và học hiện tại
- Các SGK và sách bài tập (phù hợp hay không phù hợp? )
5. Em đã gặp những khó khăn gì trong việc học ngữ pháp Tiếng Anh?
XXII
Appendix 7:
POST-EXPERIMENT INTERVIEW
1.What do you think of English oral grammar practice applied in your English grammar
lessons over the last 12 weeks ?
- What are the advantages and disadvantages of English oral grammar practice in
comparison with traditional written practice ?
2.Do you have any changes in your attitudes towards English grammar learning through
practising grammar orally? If yes, what are the changes? If not, why not ?
3. What oral practice activities did you get involve in over the last 12 weeks ?
- drillings with word cues, pictures as prompts
- language games in class
- communicative games outside class
- questions and answers
- pair works or group works
- role playing
- free discussions and problem solving tasks
4. Which activities did you find the most interesting and/or the most useful in acquiring
new grammar structure?
Why do you think they are the most interesting and/or most useful for your grammar
learning?
5. Do you have any suggestions to make your learning better and more enjoyable?
XXIII
Appendix 8:
PHỎNG VẤN SAU THỬ NGHIỆM
1. Em nghĩ gì về việc áp dụng thực hành nói ngữ pháp trong những bài học ngữ pháp Tiếng
Anh của em suốt 12 tuần vừa qua?
- Đâu là những thuận lợi và hạn chế của việc thực hành nói tiếng Anh khi so sánh với
phương pháp thực hành viết truyền thống ?
2. Em có sự thay đổi nào trong thái độ học ngữ pháp Tiếng Anh của mình thông qua việc
thực hành nói ngữ pháp không? Nếu có, là những thay đổi gì? Nếu không, tại sao?
3. Những hoạt động thực hành nói ngữ pháp nào em đã tham gia trong hơn 12 tuần qua?
- Luyện tập với những từ gợi ý, những tranh vẽ gợi ý
- Tham gia những trò chơi ngôn ngữ trên lớp
- Tham gia những trò chơi ngôn ngữ ngoài lớp học
- Hỏi và trả lời
- Luyện tập theo cặp hoặc theo nhóm
- Nhập vai
- Thảo luận tự do và làm bài tập giải quyết vấn đề
4. Những hoạt động nào em thấy là thú vị nhất và/hoặc hữu ích nhất trong việc tiếp thu cấu
trúc ngữ pháp mới?
Tại sao em nghĩ rằng những hoạt động đó là thú vị và/hoặc hữu ích nhất đối với việc học
ngữ pháp của mình?
5. Em có ý kiến gì bổ sung giúp cho việc học tập trở nên tốt hơn và thú vị hơn không?