1

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES NGUYÊ
̃
N THI
̣
THU

A MINOR STUDY ON SOME MAJOR METHODS OF TEACHING
ENGLISH GRAMMAR TO 10
TH
– FORM STUDENTS CURRENTLY
APPLIED BY TEACHERS AT YEN VIEN HIGH SCHOOL

(MÔ
̣
T NGHIÊN CƢ
́
U NHO
̉
VÊ
̀2

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES NGUYÊ
̃
N THI
̣
THU

A MINOR STUDY ON SOME MAJOR METHODS OF TEACHING
ENGLISH GRAMMAR TO THE 10
TH
– FORM STUDENTS
CURRENTLY APPLIED BY TEACHERS AT YEN VIEN HIGH
SCHOOL

(MÔ
̣
T NGHIÊN CƢ

Supervisor: Phm Th Thanh Thy, M. A.

Hanoi, September 2010 6

TABLE OF CONTENTS
Candidate‟s statement i
Acknowledgements ii
Abstract iii
List of abbreviations iv
List of tables and figures v
PART A: INTRODUCTION 1
1.1. Statement of the problem and rationale for the study 1
1.2. The aims of the study 2
1.3. Research questions 3
1.4. Methods of the study 3
1.5. Significance of the study 3
1.6. Scope of the study 4
1.7. Design of the study 4
PART B: DEVELOPMENT 5
CHAPTER I: LITERATURE REVIEW 5
2.1. What is grammar? 5
2.2. Different views on teaching grammar 6
2.2.1. Whether or not to teach grammar? 6
2.2.2. How to teach grammar? 7

4.2.1. Student questionnaire 26
4.2.1.1. Students‟ attitudes toward learning English 26
4.2.1.2. Students‟ purposes of learning English 28
4.2.1.3. Students‟ awareness of the role of grammar in reaching their purposes 29
4.2.1.4. Students‟ expectations for a grammar lesson in class 31
4.2.1.5. Students‟ evaluation of grammar lessons in class 32
4.2.2. Teacher questionnaire 36
4.2.2.1. Teachers‟ awareness of the purposes of teaching English at high school and the
role of grammar in reaching those purposes 36
4.2.2.2. Teachers‟ focuses when teaching a new grammatical point 37
4.2.2.3. Teachers‟ reasons for choosing their current teaching methods 39

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4.2.2.4. Teachers‟ evaluation of their teaching methods 40
4.3. Follow-up interviews 42
4.3.1. Follow-up interviews for students 42
4.3.2. Follow-up interviews for teachers 44
4.4. Summary 46
PART C: CONCLUSION 48
5.1. Summary of the findings 48
5.2. Pedagogical implications 49
5.3. Limitations of the research 50
5.4. Recommendations for further research 51
5.5. Conclusion 51
REFERENCES 53
APPENDIXES I
Transcription of class observation 2 I
Transcription of class observation 3 III
Student questionnaire VI

Tables Page
Table 1: Students‟ attitudes towards learning English at Yen Vien High School 29
Table 2: Students‟ purposes of learning English 31
Table 3: Reasons why respondents think of the role of English grammar 33
Table 4: Students‟ expectations for a grammar lesson in class 35
Table 5: Students‟ evaluation of the time for communicative activities 39
Table 6: Teachers‟ aims in teaching English to students 41
Table 7: Teachers‟ focuses when teaching grammar to students 42
Table 8: Teachers‟ reasons for choosing the current teaching method 43
Table 9: Factors teachers base on to choose a teaching method 44
Table 10: Teachers‟ evaluation of their teaching methods 45
Table 11: Teachers‟ evaluation of their teaching methods in detailed factors 45

Figures
Figure 1: Students‟ evaluation of grammar lessons in class 36
Figure 2: Students‟ evaluation of the presentation of grammar points 37
Figure 3: Students‟ evaluation of pronunciation teaching 38
Figure 4: Students‟ evaluations of the effectiveness of communicative activities 39

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PART A: INTRODUCTION

1.1. Statement of the problem and rationale for the study

English language has been the most popular international language for ages. In the new era of
high technology and communication, English is playing a more and more important role and
having a strong impact on many fields of the society. Under this impact, the demand for
communicative competence in English is increasing in every corner of the world.


school of all levels. Therefore, learners‟ aim of learning English used to be to pass these
important exams. Secondly, many high schools in Vietnam have been criticized for the
teaching methods in which grammar is taught explicitly and then practiced in a huge number
of written grammar exercises without any interaction among students and little between
students and their teacher/s. Teachers have been unique controllers in class. Learners‟ needs,
interests, learning styles, etc. are often neglected. Thirdly, with this thesis, the author hopes to
answer her question on how grammar teaching in Vietnam should be changed to adapt to the
changes of ELT in the world and learners‟ demands. The last reason is related to her personal
profession. As a teacher of English, she has realized that it is really a challenging task to make
grammar teaching satisfactory to students. She has constantly wondered how to deal with
grammar more effectively in classrooms. The answers to this question and the above would be
of great help to the writer as well as to other colleagues.

1.2. The aims of the study
With the presented rationale, the specific aims of the study, accordingly, are:
 To investigate how English grammar is currently being taught at Yen Vien High
School and what methods are being used to teach it.
 To evaluate the effectiveness of those methods as perceived by teachers and learners at
the school.
 To suggest some changes to make grammar teaching much more effective.

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Among these aims, the second one is the author‟s priority in this research. To achieve this aim,
two other specific objectives were established. The first sub-objective is to find out the
learners‟ English learning expectations and their learning style preferences. These factors are
crucial to affect the effectiveness of grammar learning and teaching and learners‟ evaluation of
the effectiveness. The second is to understand the students‟ and teachers‟ views on the current
grammar teaching methods with the aim of narrowing the gap between grammar teaching and
learning.

1.7. Design of the study
This thesis contains five chapters.
- Chapter One presents the state of the problem and rationale, the aims, the research questions,
the significance as well as the scope of the study.
- Chapter Two prepares the theoretical background for the thesis concerning grammar teaching
methods and criteria to evaluate the efficiency of teaching methods.
- Chapter Three describes in details the methodology underlying the research.
- Chapter Four provides specific description of data analysis, a thorough discussion of the
findings of the study and some recommendations as well.
- Chapter Five is the conclusions.
- The Appendixes are the last part of the study, following the References. 15

PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW

This chapter will present the theoretical background needed for the research by discussing the
definition of grammar, different views of teaching grammar, grammar teaching methods, main
issues in grammar teaching, criteria to choose an appropriate teaching method as well as
criteria to evaluate the effectiveness of a teaching method.

2.1. What is grammar?
It is the fact that there are quite a few different definitions of grammar given by varied
academic schools. However, this study just quotes and discusses two definitions which are
relevant to the research aims.

The first definition is made by Leech G., Deuchar M. & Hoogenraad R. (2005). These authors
consider grammar as a set of rules which allow users of a language to create speech and

interactive relationship with the other factors of a language including semantics, phonology
and the writing systems. Finally, grammar competence is one of the needed conditions for
communicative competence.

2.2. Different views on teaching grammar
Grammar has played a very important role in language teaching for decades. In some places,
teaching grammar is teaching the language. However, with the remarkable change in the needs
of learners and requirements of the new era, a huge amount of research has focused on
grammar teaching to discuss all issues related to it. Different ideas are proposed on teaching
grammar; however, they share in some points.

2.2.1. Whether or not to teach grammar?
Quite a few authors question whether or not to teach grammar. This idea has been actively
discussed for long. Krashen (1983) is the typical author who supports no formal grammar
teaching in class. He claims that language should be acquired through natural exposure and
comprehensible input. Even though Krashen‟s Natural Approach has great contributions to the

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teaching and learning process, it has been criticized for fossilized non-standard variants of the
target language. However, all in all, with the legitimate arguments and the experience of a
teacher, Brown (1994) confidently states that judicious attention to grammatical form in the
language learning classroom is not only helpful if appropriate techniques are used, but also
essential to a speedy learning process.

2.2.2. How to teach grammar?
The next issue which is widely discussed by numerous authors is how to teach grammar.
Specifically, ideas focus on whether to teach grammar explicitly (or deductive or overt
grammar teaching) or implicitly (or inductive or covert teaching) and whether to follow
learner-centered or teacher-centered approach.

Another hot issue related to grammar teaching is what to teach in a grammar lesson, i.e. we
should focus on forms or functions or any others.

According to Harmer (1987), language is used actually to do things, to perform certain
functions, like inviting, apologizing, introducing and so on. Therefore, instead of teaching
grammar, teachers should teach functions to students even though their grammatical base
should be insured as well. Clear evidence is that modern courses often teach a grammatical
structure and then get students to use it as part of a functional conversation.

Freeman (2003) shares Harmer‟s ideas to some extent. However, she asserts that teaching
grammar includes teaching form, meaning and use as well. She clarifies that teaching those
three dimensions is really important because it will make students have enough knowledge to
reach the primary goal of learning a language which, after all, is to enable to communicate in
the target language. However, she also notes that language functions might be emphasized
over forms (Freeman, 2000).

In short, authors confirm the necessity of teaching grammar to student, because if appropriate
techniques are used, grammar can effectively assist students in the learning process. To help
learners communicate well and appropriately in the target language, it is necessary that
teachers teach them the form, meaning and use of any grammar. The exclusion of any

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dimension can badly affect students. As a teacher, we can choose any method or a
combination of some to serve best our students‟ interests, needs, personalities and experience.

2.3. Methods of teaching grammar
First, what is method? Generally, method is “a way of doing something” (Cambridge
Advanced Learners‟ Dictionary, 2003). Pedagogically, method is overall means of achieving
the general objectives of a course via conducting a set of procedures, techniques or activities

compulsory memorization of endless lists of unusable grammar rules (Richards & Rodgers,
1986). However, the fact is that this method is now still used widely because it allows teachers
to be lazy to work hard. It is also much easier to design and more objective to mark a test on
grammar and translation than on other language skills.
2.3.2. The Communicative Language Teaching (CLT)
CLT can be said to be the current dominant methodology (Brown, 1994: 77). It starts with a
theory of language as communication, and its goal is to develop learners‟ communicative
competence. Communicative competence means knowing when and how to say what to whom
(Canale & Swain, 1980). It includes four dimensions existing in the close inter-relationship:
grammatical, linguistic, discourse, and strategic competences. This relationship asserts the
necessity of grammar to become proficient in communication.

Based on the research of Li (2001), Nunan (1991a: 279) and Freeman (1986), CLT is
characterized by: its focus on communicative functions, on meaningful tasks rather than on
language (e.g., grammar or vocabulary study) even though learners still have chances to learn
about the language; tasks and language relevant to a target group of learners; a lot of
interactions in the target language via the use of group activities and pair works; a secure, non-
threatening learning atmosphere; learner-centeredness and material choices based on students‟
needs.

Harmer (2001) specifies CLT‟s features with the two terms „what to teach‟ and „how to teach‟
In terms of „what to teach‟, CLT stresses the significance of language functions rather than
language study. A guiding principle is to train students to use these language forms

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appropriately in a variety of contexts and for a variety of purposes. The „how to teach‟ aspect
of CLT is closely related to the idea that it is plentiful exposure to language in use and plenty
of opportunities to use it are vitally important for a student‟s development of knowledge and
skill. Activities in CLT typically involve students in real or realistic communication, where the

Among recent manifestations of CLT, task-based instruction has emerged as a major focal
point of language teaching practice worldwide.

First, what is task? Task is simply “an activity which requires learners to use language, with
emphasis on meaning, to attain an objective” (Skehan, 2003: 3). Task-based learning is not a
new method. Rather, it simply puts a set of communicative tasks at the center of one‟s
methodological focus.

David Nunan (1991a: 279) gives us some characteristics of a task-based approach to language
teaching: emphasis on learning to communicate through abundant interaction in the target
language; use of authentic texts in the learning situation; attempt to link classroom language
learning with language activation outside the classroom. Teachers‟ roles are also the same as
their roles in CLT above.

With regards to basic stages of the Task-based methodology, Willis (1996: 52) suggests three
stages: the Pre-task, the Task cycle, and Language focus. In the Pre-task, the teacher explores
the topic with the class and may highlight useful words and phrases, and helps students to
understand the task instructions. During the Task cycle, the students perform the task in pairs
or small groups while the teacher monitors from a distance. The students then plan how they
will tell the rest of the class what they did and how it went, and they then report on the task
either orally or in writing. In the Language focus stage, the students examine and discuss
specific features of any listening or reading text which they have looked at for the task and/ or
the teacher may conduct some form of practice of specific language features which the task
has provoked. 23

Clearly, to complete a task, students have to interact with their partners. Such interaction is
thought to facilitate language acquisition as learners have to work to understand each other

2.3.4. There is no best method for all?
For much of its history, language teaching has been obsessed with a search for the „right‟
method which would work for all learners in all contexts (Richards 1987). More recently, it
has been realized that that ideal method would never be the case because there are important
variations in the teaching context that influence what is best.

However, there still exists a relative best method for a specific situation and “it all depends,”
(Prabhu, 1990:162-163). Candlin (1991) shares Prabhu‟s ideas and adds that only the teacher
can decide which is the best method for his/ her own situation by choosing the best of what
others have experienced with and adapt or tailor it to his/her own situation.

Hilles (1988) proposes another idea for this situation. Based on her research, she concludes
that it is probably the case that students do best in classes in which the teacher varies the
approach in order to accommodate all learning styles. To prevent this lack of differentiation,
she supports an approach to teaching grammar which encourages learners to use their eyes,
their ears, and as many of the other senses as possible. She continues that if a certain grammar
instruction seems appropriate for a class, the teacher‟s next step is to integrate grammar
principles into a communicative framework, since communication is the fundamental purpose
of language. In other words, grammar points should be taught and practiced in realistic and
effective contextualization to provide students a whole picture of English and enable them to
apply what they have learned in actual situations better, even though this task is not always
easy.

2.4. Issues about how to teach grammar
There are many issues about how to teach grammar, but in this study, just two main ones are
listed.
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2.5. Criteria to choose an appropriate method
Stevick (1982) and Candlin (1991) argue that success or failure in language teaching depends
not so much on whether one adopts inductive or deductive techniques for teaching grammar,
or whether one engages in meaningful practice rather than in pattern drills, but in the extent to
which one caters to the learner-related factors. Therefore, if a method is chosen, it should
encourage learners to adopt the right attitudes, interests and motivation in the target language
and culture, as well as in the learning environment in which they find themselves, and then
successful learning will occur. In contrast, if these affective factors are not right, then no set of
techniques is likely to succeed.

The factor proposed above seems to be quite abstract whereas it is extremely difficult to
conclude which approaches and methods are most appropriate for one‟s own teaching
situations. To make this process easier, based on common conclusions of other research,
Harmer (2001) creates very clearly a list of important elements including constant exposure to
language; comprehensible input and some conscious language study to help students
remember language facts; application of CLT and TBA as a key part of teaching process to
offer real learning benefits together with some other supplementary methods; relaxing learning
environment for learning to take place; chances for students to discover the language
themselves for better retention in the long run; teaching grammar and lexis semantically and
pragmatically; and the harmony between methodology and learners‟ culture. Harmer also
reminds teachers that they should use up all these flexibly to decide what and how to teach,
especially, what seems to work in their own contexts.

2.6. Criteria to evaluate the effectiveness of teaching methods
Effectiveness is a state when you “successfully achieve the results that you want” (Cambridge
Advanced Learners‟ Dictionary). Therefore, in order to evaluate the effectiveness of teaching
methods, it is necessary to find out the results the teaching and learning process wants to

and students at YV HS? (3) What can be done to make English grammar teaching at YV HS
more effective? The answers to these questions would help us realize the current changes in
terms of grammar methodologies as well as its gap in comparison with learners‟ needs and
interests.

To give the best answers to these questions the author employed both qualitative and
quantitative data analysis methods. The combination of the two is believed to gain deeper data
for analysis.

3.2. Selection of subjects
This study was carried out with three 10
th
classes at Yen Vien High School in Hanoi. Each
class has 50 students, both male and female. They all have studied English since grade 3 and
followed the new English textbook series applied by MOET (Ministry of Education and
Training) since they were in grade 6. The new textbooks were expected to incorporate the
latest methodology in second language teaching – CLT with task-based approach and learner-
centeredness (Hoang et al 2006). Also, these 3 classes are taught by Vietnamese teachers of
English.