VIETNAM NATIONAL UNIVERSITY, HANOI
COLLEGE OF FOREIGN LANGUAGES
POST- GRADUATE DEPARTMENT
******
Trnh Lan Hng
MA Minor Thesis USING COMMUNICATIVE ACTIVITIES TO SUPPORT GRAMMAR
TEACHING FOR LARGE MULTILEVEL CLASSES
AT ELECTRIC POWER UNIVERSITY
S DNG CÁC HOT NG GIAO TIP H TR CHO VIC
GING DY NG PHÁP TRONG CÁC LP HC BAO GM NHIU
TRÌNH TRNG I HC IN LC Field: Methodology
Code: 601410
Supervisor: Nguyn Thu L Hng, MA
University, what students of these classes like and dislike about learning grammar through
communicative activities and the difficulties they meet when learning grammar through
communicative activities. Hence, communicative activities are designed or adapted to
improve the effectiveness of teaching grammar through communicative activities to these
classes.
The minor thesis consists of three chapters. Chapter I provides some theoretical background
for the thesis. Chapter II aims to describe background information about the current teaching
and learning of grammar at EPU and present data analysis and discussions. Chapter III
proposes some suggestions on ways of using communicative activities to support grammar
teaching for large multilevel classes.
The study should be regarded as an attempted to find a more appropriate way to enhance
grammar teaching in the light of CLT in large multilevel classes at EPU.
ACKNOWLEDGEMENTS
LIST OF TABLES, GRAPHS AND FIGURES
TABLES OF CONTENTS
ABSTRACT
PART A: INTRODUCTION 1
1. RATIONALE 1
2. AIMS OF THE STUDY 2
3. SCOPE OF THE STUDY 2
4. RESEARCH QUESTIONS 2
5. METHODS OF THE STUDY 3
6. DESIGN OF THE STUDY 3
PART B: DEVELOPMENT 4
CHAPTER I: LITERATURE REVIEW 4
I.1.Roles of grammar in language teaching: 4
I.1.1. Definition of grammar 4
III.4. Story telling 43
III.5. Picture description 44
III.6. Dialog performance 45
PART C: CONCLUSION 47
REFERENCES
APPENDICES
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EPU: Electric Power University
CA: Communicative activity
CLT: Communicative Language Teaching
ESP: English for Specific Purposes
Table 1: Students’ profile 18
Table 2: Teachers’ profile 19
Table 3: Students’ attitude towards the position of grammar ………………………….…… 19
Table 4: Reasons for learning grammar 20
Table 5: Frequency of teaching grammar in large multilevel classes 20
However, teaching English is said to be not effective at universities in Vietnam because as a
matter of fact, multilevel classes are currently popular in many universities in general and at
Electric Power University (EPU) in particular, which causes many difficulties to teachers and
students in language teaching.
Grammar teaching plays an important role at EPU as it supplies students basic knowledge to
prepare for the final exams and ESP course in the second year. Many students at my
university think grammar, of course, is very important. Why? Very simply, words have
grammar. Grammar is important because it is the language that makes it possible for us to talk
about language. Grammar names the types of words and word groups that make up sentences
not only in English but in any language. As human beings, we can put sentences together even
as children we can all do grammar. But to be able to talk about how sentences are built,
about the types of words and word groups that make up sentences that is knowing about
grammar. People associate grammar with errors and correctness. But knowing about grammar
also helps us understand what makes sentences and paragraphs clear and interesting and
precise. Grammar can be part of literature discussions, when we and our students closely read
the sentences in poetry and stories. And knowing about grammar means finding out that all
languages and all dialects follow grammatical patterns. However, the fact that how grammar
should be taught in multilevel classes in Vietnam is questioned and discussed by many
experts and teachers from many countries and at the moment it is really a big challenge.
The traditional method of grammar teaching is currently not appropriate in multilevel classes
in EPU because it makes students become passive recipients. Therefore, teaching grammar in
the light of CLT is becoming a new approach and designing suitable communicative
activities to teach grammar for a multilevel class is very necessary. In most classes at EPU,
using communicative activities to support grammar teaching is often conducted but according
to all teachers there, for a multilevel class it is not satisfactory.
methods like analyzing, synthesizing, comparing, etc. in order to draw out important findings.
In addition, the writer collected some information based on her informal observation and
interviews to make sure that the data is more accurate and reliable.
6. Design of the study
This study is divided into 3 parts.
Part A, INTRODUCTION, deals with the reasons for the research, the aims, the scope,
methodology and research questions.
Part B, DEVELOPMENT, consists of three chapters.
Chapter I provides some theoretical background for the thesis with the focus on the
main points: definitions of grammar, different views on grammar teaching, teaching grammar
in the light of CLT, multilevel classes and CLT in multilevel classes.
Chapter II aims to describe background information about the current teaching and
learning of grammar at EPU and present the methodology underlying the research including
data collection instruments, procedures. A detailed data analysis and discussions are also
given.
Chapter III proposes some suggestions on ways of using communicative activities to
support grammar teaching for large multilevel classes.
Part C, CONCLUSION gives a summary and a recommendation for further study.
This chapter aims to explore the theoretical background for the thesis overviewing the
following main points: definition of grammar, different views on grammar teaching, teaching
grammar in the light of CLT, multilevel classes and CLT in multilevel classes.
consists of rules and standards that are to be followed to produce acceptable writing and
speaking.
I.1.2. Different views on Grammar Teaching in Second Language Classrooms
The role of grammar in ESL programs is currently often debated, what sorts of structures
should/should not be taught at certain levels, why students can't seem to use grammar
effectively in writing even when they've studied it very diligently, why so few grammar books
provide enough contextualized analysis of "real usage" in spoken and written discourse, etc.
There are perhaps two major views on grammar teaching: anti-grammar teaching and pro-
grammar teaching.
I.1.2.1. Anti-grammar views
According to Thormann (1969), the first ‘anti-grammar’ was published in the seventeenth
century. In this book, the author explained that people did not know how to speak a language
because of the poor instruction they perceived heretofore, the inefficiency of the methods
used and the inadequacies of the masters. Thormann also adds that rarely would the students
gain the spoken mastery of the language with grammar teaching. He also emphasizes that
grammar has not been eliminated but it has been deemphasized and it is no longer leant by
learning by heart.
However, the real representatives of anti-grammarians are Stephen Krashen and Tracy Terrel.
The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977.
The Natural Approach is based on the following tenets: Language acquisition (an unconscious
process developed through using language meaningfully) is different from language learning
(consciously learning or discovering rules about a language) and language acquisition is the
only way competence in a second language occurs. (The acquisition/learning hypothesis)
• Conscious learning operates only as a monitor or editor that checks or repairs the
output of what has been acquired. (The monitor hypothesis)
• Grammatical structures are acquired in a predictable order and it does little good to try
to learn them in another order.(The natural order hypothesis).
• People acquire language best from messages that are just slightly beyond their current
highly valuable as an important part of the study of language. He also points out that grammar
reflects the power and order of human mind and besides it helps us to understand the diversity
of human culture.
Lewis (1986) and Garner (1989) share the same ideas with Hannan. They give strong support
to grammar teaching. Garner believes that grammar gives us a means to analyze and describe
our language.
Palmer (1984) claims that it is grammar that makes language so essentially a human
characteristic. Therefore, the study of grammar has been proved to be very helpful in the
detailed understanding of language.
In short, grammar is acknowledged to be of importance in language study in general and in
language teaching and learning in particular.
Today, teaching grammar in ESL/EFL classroom poses quite a few myths and needs to be
demystified. However, we cannot deny the role of grammar in teaching a language and
grammar is still considered one of the key components of a language. One cannot master a
language without the knowledge of its grammar. Swain (1985) stated “Grammatical
competence occupies a prominent position as a major component of communicative
competence.”. The fact is that at a very basic level, words on their own are often enough to
communicate with someone. If someone says ‘Water. Please’ and look as if he is requesting
something, we will understand that he/she wants us to give some food. But when we want to
express a more complex meaning, words on their own may not be enough. Therefore, we have
to use grammar to communicate more effectively, more precisely with others. That
communication may be in a conversation or an essay or a notice or a hundreds of other things.
We use grammar to ‘fine-tune’ a meaning, to make it more precise.
Attention to language forms in a communicative classroom is clearly justified. The questions
left are how much attention should be given and in what format.
I.3. Multilevel classes
I.3.1. Definition of large multilevel classes
According to Smart (2006), large multilevel classes are classes of more than 30 learners in
elementary, secondary, adult or tertiary settings. Also, they are classes that have been roughly
arranged according to ability. Furthermore, they are classes that have been arranged by age-
group with no thought to language ability. Multilevel classes are thought to be classes where
learners vary considerably in language and literacy skills and are in need of great deal of
personal attention and encouragement to make progress.
Hayes (1997) defines that any class with over 40 learners can be considered a large class.
Teaching large classes is difficult for three reasons. First, teaching large classes requires more
work for the teacher as there are more learners to assist, more papers to mark, etc. Second,
large classes are often more difficult to control because of the number of learners. Noise is
greater, and discipline problems are more likely to become uncontrollable. Third, many of the
techniques and materials we use in smaller classes are difficult to use with larger classes. If
there is little classroom space, for example, arranging seats in groups can be difficult or
impossible.
There are two kinds of multi-level classes:
• ones in which all learners are in the same grade, yet their abilities are different. All
learners in a class might be officially in grade 3, but some cannot read or write. Their
level is really grade 1.
• ones in which grade levels are actually mixed in a class - for example, putting grade 1
and grade 2 learners in the same class. This kind of multi-level situation is usual in
universities in Vietnam.
Large classes are always multi-level. Why? The more learners we put together, the more
novice and experienced teachers alike tend to follow the layout and suggestions of the
textbook only’. Teachers who have grown up in cultures with teacher-centred classrooms,
standardised examinations, prescribed textbooks, and large classes find it difficult to teach
communicatively and finally give up communicative teaching together. Thus, to make
communicative language teaching possible, teacher should consider how to use
communicative activities with wisdom at proper times to arouse learners’ interest. Such
activities are not necessarily group work or pair work, but should focus on task completion
rather than learning the form intently. In other words, Communicative Language Teaching has
to be focused, meaningful and fun.
Obviously, it is a big challenge for teachers of English to teach English for large multilevel
classes. Thus, importantly, it requires teachers to find out what their learners are interested in
beside assessing learners’ level, switching between modes of instruction and managing the
classroom wisely. Because according to Cheng (2004), ‘expectations of individuals are now
different’. And ‘Education has failed to realize that what the society is interested in among
our young people is what they could do in the future, rather than what they know at the
moment’.
Yang also added ‘Teaching junior students to order a Happy Meal in English in their [EFL]
home country is irrelevant, unless teachers can provide [an authentic] context where English
must be used’. CLT should not be treated as a package of formulaic, prescriptive classroom
techniques. Teachers in Vietnam or elsewhere need to make further efforts to develop and
generate, within the communicative approach, classroom techniques appropriate to their
conditions and also find out suitable activities to teach grammar in the light of CLT in large
multilevel classes.
In short, the chapter has so far conceptualized the discussion of issues and aspects concerning
the topic of the study. It has discussed the concepts and ideas relating to grammar, the use of
CLT in teaching grammar, multilevel classes, challenges of teaching large multilevel classes
as well as CLT in large multilevel classes. The following chapter will present the research
Besides, English is one of compulsory subjects at EPU but it is not the main
subject and the traditional exams-written exams are being used. Therefore, the
attitude towards English learning is also a matter. Their major is not English so
they do not devote themselves to English learning. Sometimes in the class, they
do not have independent habit of learning English. They just want to be given
exercises to practise grammar to pass the final exams. Some even think that
communicative activities are not necessary and just take time, not helping them
get high marks at the end of the term.
II.1.1.2. Experimental situation
Most teachers of English at EPU are very young and energetic. They are willing
to devote their time and enthusiasm to language teaching: researching and
debating to find out an appropriate and progressive way to teach English
effectively. As a result, using CLT in teaching grammar has been applied in
many classes at EPU for three reasons: (1) Traditional exams are based mainly
on grammar, (2) Understanding grammar is very important for EPU students as
it supplies basic knowledge for reading ESP documents, (3) CLT is a new trend
which is approved by many researchers and teachers in many countries.
The total time of 150 periods of English learning is divided into 2 terms of the
first year at the university. This means that students have 75 periods each term
and the test takers have 2 final tests at the end of each term.
The requirements of the 1
st
term is to cover 10 units from unit 1 to unit 10 in New
seems to be more authentic thanks to communicative activities. However, there
is one issue raising from the fact that classes at EPU contain between 55 and 65
students. Many teachers consider these classes are too large and that they give
rise to a number of problems. Another fact is that initial teacher training appears
to do little to help teachers deal with the issues raised by teaching and learning
in large classes. Teachers have to cope with classes which contain 50 students or
more learners are, therefore often ill-prepared to deal with the situation in which
they find themselves in schools. Some of activities demonstrate to be suitable
but some do not. The question here is that which communicative activities are
more appropriate to teach in large classes and to attract students at variable level
involve in activities actively and creatively.
II.2. The study on the effectiveness of using communicative activities to
teach grammar in large multilevel classes at EPU.
II.2.1. Description of data collection instruments and procedures.
II.2.1.1. Subjects of the study
The participants of this study were 117 first-year students from two classes at
EPU and 15 teachers.
The students are non-English majors aged from 18 to 20. All these non-English
majors learnt general English in the first year, preparing for English for specific
purposes in the second year.
15 teachers involve in the survey aged from 23 to 54. Their experience in
teaching English varies from 2 to 30 years. Of these teachers, 3 are master
holders, 9 are taking master courses at Hanoi National University, College of
Foreign Languages and Hanoi University. The rest graduated from other
classes and their suggestion to solutions in large multilevel classes.
• Classroom observation
Apart from the survey questionnaires for non-English majors and teachers,
classroom observation was employed to clarify and test the validity of
information. A large multilevel class of 63 first-year students at EPU was taught
grammar through communicative activities. The class observation was carried
out to evaluate whether the teachers would give the lesson successfully: the way
it motivates as many students as possible into the activity, the way she monitors
the class.
• Interviews
Both teachers and students would be respondents to the researcher’s interview to
discuss for further information to have depth understanding of their evaluation
to the effectiveness of communicative activities in large multilevel classes. Their
answer were copied and then translated into English. The questions for the
interviews are included in the Appendices.
II.2.1.3. Data analysis procedure
There were 117 survey questionnaires delivered to 2 classes consisting 64 and
53 first–year students. When delivering the questionnaires, the teacher was with
the students to give any explanations if necessary. The students were given 45
minutes to finish their answers. They, therefore, had enough time to think of the
answers carefully. These questionnaires were also collected by the teacher
herself.
In the first place, information collected from two types of questionnaires were
consolidated and categorized. The results were analyzed and presented in forms
of tables and figures. The observation notes were jotted down to provide the
findings in form of reflections. Beside classroom observation, information
Percentage
4%
10% 11
%
19
%
56% 81% 19%
Table 1: Students’ profile
The total number of the students chosen in the study was 100 of which 75 were male
and 25 were female. The majority were aged 19. Some were 18 and the rest belongs
to the age groups of 20-24.
More than a half of students have learnt English for over 5 years (56%). 19%
have spent from 3 to 5 years studying this language. 11 % have experience of 1-
3 years in learning English while 10 % have learnt English less than one year.
There are even 4 students who have no experience of learning English because
they did not have it as a compulsory subject in high schools or they studied
another language such as French and Russian before.
Most of the study subjects came from the countryside and provinces round
Hanoi (81 students) while only 19 were from big cities. Their different places of
domicile led to a greatly various experience in their English language learning.
Students from the countryside and provinces round Hanoi were taught grammar
in traditional ways and have no opportunities to practise communicating
English. Therefore, it is hard for them to get acquainted with the approach of
learning grammar through communicative activities.
hoped that their experience is enough to provide with useful advices for
coping with large class- a very common situation at EPU at the moment.
• The attitude of students at EPU towards the position of grammar
The data about the attitude of students at EPU towards the position of grammar
is summarized in the table below.
Answer
Questions
Very
important
Important
Neutral
Almost
unimportant
Unimportant
How
important is
grammar?
52% 42% 5% 1% 0%
Table 3: Students’ attitude towards the position of grammar
It can be seen from the table that in spite of some differences, almost students
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