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ACKNOWLEDGEMENTS
I am, first of all, particularly indebted to my supervisor, Mrs. Nguyen Thi
Hoa who has enthusiastically helped and encouraged me to finish this research
project. Without her experienced guidance, valuable comments and constant
support, my research would still be far from finished.
Secondly, my sincere thanks also go to all lecturers and staff of Foreign
Language Department for their valuable lessons and precious help. Thanks to their
lesson as well as valuable help, I could overcome enormous obstacles when doing
the study.
Besides, I would like to give my profound thanks to 40 students at Doan
Hung High school who have participated in this research.
Finally, I would also like to express my deep gratitude and love to my
devoted parents, my sisters, my friends for their constant support and their
understanding. Their great encouragement and love have helped me to complete
this study.


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ABSTRACT
This thesis was carried out with an aim to assess English grammar learning
strategies use of students at Doan Hung High school.
The purposes of the thesis were to investigate the areas of current situation of
using grammar learning strategies: the student’s attitude (what strategies they often
use, the reason and degree of utilization), the student’s awareness ( advantages and
difficulties of strategies that students often use). The subjects involved in the study
were 40studentsinclass 10A8. These students were invited to join the survey and
answer the questionnaire.
The study reveals that students use six strategies (direct strategies and indirect
strategies) when learning English grammar. And direct strategies are used more
often than indirect strategies. They use strategies at medium frequency. The main

9. Design of the study................................................................................................6
PART B: DEVELOPMENT......................................................................................8
CHAPTER 1: THEORETICAL BACKGROUND...................................................8
1.1. The Role of Grammar in Language Learning....................................................8
1.2. Language Learning Strategies...........................................................................9


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1.3. Main Features of Language Learning Strategies..............................................10
1.4. The Purposes of Language Learning Strategies...............................................11
1.5. Grammar Learning Strategies...........................................................................12
1.6. Classification of Grammar Learning Strategies...............................................14
1.6.1 Direct Strategies.............................................................................................17
1.6.1.1. Memory Strategies......................................................................................17
1.6.1.2. Cognitive Strategies....................................................................................17
1.6.1.3. Compensation Strategies............................................................................18
1.6.2. Indirect Strategies..........................................................................................18
1.6.2.1. Metacognitive Strategies............................................................................18
1.6.2.2. Affective Strategies.....................................................................................19
1.6.2.3. Social Strategies.........................................................................................19
CHAPTER 2: RESEARCH METHODS.................................................................20
2.1. The subject and object of the study..................................................................20
2.1.1. The subject of the study.................................................................................20
2.1.2. The object of the study...................................................................................20
2.2. The data collection instruments........................................................................20
2.2.1. Survey questionnaires....................................................................................20
2.2.1.1. Reasons for choosing survey questionnaires..............................................20
2.2.1.2. Describing survey questionnaire................................................................21
CHAPTER 3: DATA ANALYSIS AND DISCUSSION.........................................23
3.1. A general overview of Doan Hung High School..............................................23

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LIST OF TABLES AND GRAPHS
Table 1:The grammar learning strategies that students often use
Table 2:The benefits of three strategies that the students often use the most
Table 3:Students’ difficulties with three strategies that they often use
Graph 1:The reasons why students like to use these grammar learning strategies
Graph 2:Frequency of students’ using grammar learning strategies


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LIST OF ABBREVIATIONS
ELF

: English Foreign Language

L2

: Second Language

FL

: Foreign Language

GLSQ

: Grammar Learning Strategies Questionnaire

GLS

: Grammar Learning Strategies

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 student’s expectations of what
learning a foreign language involves.
However, how to learn grammar effectively is not very easy and it is of
constant concern of learningstrategies. When teaching grammar, English teacher of
Doan Hung high school seem to prefer traditional teaching methods in which
grammar rules are taught deductively. The common practice of some senior
teachers is just giving the explanation of new wordsand grammar structures, asking
studentsto learn by heart and make sentences, reading structures, texts or
conversations loudly and using a lot of written exercises. In terms of teaching
schedule, the students in class 10A8 are currently required to attend only one


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period (45 minutes) of grammar per week. 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 teacher’s presentation and explanation of a new
grammar point. It’s difficult for teachers to finish their teaching successfully
because of the time constraint, the large class size, and the student’s mixed level.
If we can’t find out any solutions to overcome those given difficulties, it is
certain that the grammar lesson can’t be successful and it even becomes worse as
the teachers find it unconfident and less enthusiastic in their teaching class. And the
students will be fed up with learning grammar if they do not usually understand the
lesson. Therefore, both teachers and students need to use more grammar strategies
learning to make the lesson more effective. Appropriate grammar learning
strategies bring comfortable atmosphere, positive attitude and also impulse
student’s motivation.
This study attempts to investigate the ways in which students in class 10A8
in Doan Hung high school make conscious efforts to learn English grammar more

implications for teaching and testing, and learning grammar strategies respectively
at high schools, as well as useful directions for future studies in this domain.
2.2. In Vietnam
“ Việc sử dụng các thủ thuật ( strategies) học ngữ pháp tiếng Anh của sinh
viên năm thứ hai Khoa ngôn ngữ và Văn hóa Anh- Mỹ” was written by Nguyễn
Thu Hiền, (2009), University of Languages and International Studies- Vietnam
National University. This study investigated the using grammar learning strategies
of students at the second year teacher’s awareness about students using and the
relationship between grammar learning strategies and result of studying. And then
giving some suggestions to help students use grammar learning strategies better.


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2.3. Existing problems
According to the above previous studies, the researcher sees that the authors
of those studies only focused on the relationship between the use of Grammar
Learning Strategies and Student Achievement and teacher’s awareness about
student’ s using and the relationship between strategies and result of studying, they
did not give the frequency of using grammar learning strategies. And they did not
mention about the advantages and difficulties of strategies that students often use.
So, in this study, the researcher will try to find out some current situations of
grammar learning strategies’ use of the students in class 10A8 at Doan Hung high
school.
3.Research Purpose
- To find out grammar learning strategies that are often used by the students
in class 10A8 when learning grammar at Doan Hung High school, their reasons for
using these strategies and the students’ frequency in using these grammar learning
strategies.
- To find out the student’s awareness about grammar learning strategies.
(some advantages and difficulties with grammar learning strategies that they often

learning English.
6. Hypotheses
If the study on English grammar learning strategies in class 10A8 at Doan
Hung High School is successful, this will help students in class 10A8 improve their
grammar and use grammar in correct contexts.
7. Significance
Assessing current situations in grammar learning strategies of the students
in class 10A8 at Doan Hung High School is mainly intended to generate theoretical
and practical insights into learning. Thus, the author hopes that conducting the
study will have necessary contributions: for students, teachers, and curriculum
designers. Initially, the findings of this study can help teachers to get more insights


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in to how students learn grammar and encourage their students to be conscious of
several grammar learning strategies, and create a more suitable learning
environment appeal. So that learners can improve and monitor their learning and
become autonomous learners. On the other hand, the study can provide deeper
insight to curriculum developers to incorporate grammar learning strategies training
into the curriculum. Finally, the results may call for more investigation to enrich the
existing research findings in the area of grammar learning strategies.
8. Scopes of the study
The study focuses specifically on some grammar learning strategies used in
class 10A8 at Doan Hung High school. So the study limits itself to the learning
grammar only, and the subject of the study consist of all students in class 10A8 at
Doan Hung High school, Phu Tho province.
9. Design of the study
This paper is divided into three main parts:
PART A is the INTRODUCTION. In this part, the rationale, previous research,
research purpose, research questions, research methods, significance of the study,

instructional approaches, beginning with those that conceptual teaching in terms of
methods with an exclusive focus on grammar, continuing later as types of exposure
to meaningful communication, and emerging more recently as a set of instructional
options with a focus on both grammar and meaning. (Nassaji & Fotos, 2011).
These communicative approaches gave no formal grammar instruction assuming
that the learners would acquire the forms and vocabulary naturally, during the
process of comprehending and responding to the input. Therefore, grammar has a
limited role. (Hinkel&Fotos, 2002).
On the other hand, many researchers have tried to restore the role of
grammar. Ellis (2006) for instance argues that instructed learning may require for
attaining advanced level of grammatical competence and performance since
grammatical competence is one component of communicative competence. He
believes that the teaching of different grammatical structures in meaningful context
influences proficiency in language learning. In addition, Hinkel&Fotos (2002)
reported that instructed grammar learning can serve as communicative input, based
on which learners can internalize grammar rules. This is seen as especially


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important for the English foreign language (EFL) situation, in which
communicative exposure to the target language is usually lacking. Support was also
given for the role of grammar in language learning by Lightbown&Spada (2006).
They are confident that exposure to meaning in comprehensible input and mere
reliance on communication do not lead to language acquisition automatically. In
addition, Debata (2013) pointed out that grammar helps the students in the
correction of mistakes and improvement of written work. He implies that a person
cannot learn a foreign language accurately only through a process of unconscious
assimilation. So, grammar is indispensible for learners.
1.2. Language Learning Strategies
Learning strategies have been in the centre of attention and they have gained

plays a crucial role in the language learning process.
1.3. Main Features of Language Learning Strategies
Oxford (1990: 9) listed the main features of language learning strategies, in
which Language learning strategies:
1. Contribute to the main goal of communicative competence. In order to develop
communicative competence, it is important for learners to develop: knowledge of
grammatical rules (grammatical competence), the ability to use the language as
appropriate for the particular social context in which the communication takes
place(sociolinguistics competence), the ability to interpret messages coherently
with the entire text (discourse competence) and the ability to initiate, control, and
redirect communication (strategic competence) Canale& Swain (1980).
2. Encourage learners for greater self-direction.
3. Expand the role of teachers. The roles of teachers include identifying students’
learning strategies, conducting training on learning strategies and helping learners
become more independent.


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4. Are problem oriented. They are tools used to solve a problem or to accomplish a
task.
5. Are specific action taken by the learner to enhance their learning.
6. Involve many aspects of the learner, not just the cognitive; those dealing with
mental processing and manipulation of the new language. Rather they include
metacognitive functions like planning, evaluation and arriving one’s own learning;
emotional, social, and other functions as well.
7. Offer direct and indirect support of learning.
8. Are observable to some degree. They are not always readily observable. For
instance, the act of making mental associations, which is memory strategy, cannot
be observed.However, doing works in cooperation with others can be observed.
9. Have some levels of consciousness. They usually reflect conscious efforts by

independent, autonomous, lifelong learners and learners can be able to adopt and
maintain certain attitudes to keep themselves involved in the language learning
process (Oxford, 1990). As explained by Ehrman Leaver &Oxford (2003) ,learning
strategies are helpful if: (a) the strategy relates well to the L2 task at hand, (b) the
strategy fits the particular student’s learning style preferences to one degree or
another, and (c) the student employs the strategy effectively and links it with other
relevant strategies. Besides, they may assist learners in mastering the forms and
functions required for reception or production in the second or foreign language
and thus affect achievement (Rubin, 1975).
1.5. Grammar Learning Strategies
Rang Lee & Park (2007) described grammar learning strategies as “actions
and thoughts that learners consciously employ to make language learning and/ or
language use easier, more effective, more efficient, and more enjoyable.” (Cited in
Pawlak, 2009). Similarly, to all other types of strategic behaviours, grammar
learning strategies possess distinctive characteristics as summarized by Pawlak


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(2009). These are: (1) they are actions to be taken by the learner; (2) Their
application is at least partly conscious; (3) They are optional means learners
choose; (4) Their use entails goal-oriented, purposeful activity, and (5) They are
used to regulate, facilitate, and control the process of learning. Regarding
researches on the exploration of grammar learning strategies.
Temesgen Mereba’s(2013) study on the exploration of English grammar
skills learning strategies by Jimma University Students shows that the students’
perceived use of grammar learning strategies is different from their actual usage.
The result of the questionnaire shows that respondents use all the six strategies.
However, the result of the think aloud technique revealed that the students use only
three (Cognitive, Compensation, and Memory strategies) of the six strategies. This
study indicates that even though most of the learners had information about the use

try to learn and tried to identify what strategies worked for them to find which
strategies are effective for language learning (Ellis, 1997)..
Naiman (1978) identified five major learning strategies by observing, testing and
interviewing successful and unsuccessful learners in a university. The five
strategies are: active task approach; realization of language as a system; realization
of language as a means of communication; management of affective demands; and
self-monitoring.
Wong-Fillmore (1979) examined five Mexican children learning English in
school and found three social strategies (i.e., join a group or seek friend’s help) and
five cognitive strategies (i.e., look for recurring parts in the known formulas or
make the most of what you have got) used by children to increase their
communicative competence. Wong- Fillmore also argued that social strategies
could increase the amount of exposure to the target language for learners so they
were more important than the cognitive strategies.


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Rubin (1981, 1987) proposed three major strategies directly or indirectly
support language learning. The first one is learning strategy including cognitive and
metacognitive strategies. Rubin explained cognitive and metacognitive strategies,
which can contribute directly to language learning. Cognitive strategies in learning
require analysis, transformation or synthesis of learning material while
metacognitive strategies refer to regulating or self-directed learning such as
planning, goals setting or self management. Rubin identified six direct learning
strategies compared with indirect strategies: 1) clarification/verification strategies,
including asking for verification or confirmation for the language rules; 2)
guessing/ inductive reasoning, which can be used to infer meaning based on what
students knew in the language; 3) deductive reasoning, which refers to learners
using rules or knowledge of the language to deduce hypotheses about the language
forms; 4) practice, which can be used in repetition or applying rules or focusing on

learn the language through interactions with native speakers or the target language,
such as asking questions, cooperating with peers and improving cultural
understanding. Oxford also developed the Strategy Inventory for Language
Learning (SILL), which has two versions, one for English speakers learning a new
language (version 5.0) and the other for speakers of other language learning
English (version 7.0)
Wenden (1991) proposed two main kind of learning strategies: cognitive
strategies (select information, comprehend, store and retrieve information) and selfmanagement strategies (monitor or manage learning process such as regulatory
skills or self-directed learning skills).
In this study, research was based on classification of Six above strategies are
based on a study of Oxford R.L (1993) .Because this strategies are used by students
from different linguistic and cultural backgrounds with various variables such as


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gender, proficiency level, task, culture, etc. Moreover it is suitable and participants
are students in Vietnam and the syllabus of current English book.
1.6.1 Direct Strategies
According to Rubin (1990), direct strategies are directly related to learning/
producing the target language. They are subdivided in to three subcategories:
Memory, Cognitive, and Compensation strategies.
1.6.1.1. Memory Strategies
These strategies help learners to relate new information to existing ones or
relating one grammatical rule or word to another in order to create association in
memory but do not necessarily involve deep understanding (Oxford, 1990; 2003).
In this case the learners use various memory related strategies to be able to learn
and retrieve grammatical rules.
According to Oxford (1993) memory strategies enable learners to create
mental


speaker.


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1.6.1.3. Compensation Strategies
Compensation occurs not only in understanding the new language but also in
producing it. Therefore, compensation strategies help the learners to use the
language for either comprehension or production though there are limitations in
information. These strategies serve as auto fillers in learning a language where
information gaps occur in understanding or applying grammar rules (Oxford, 1993;
2003). So, learners overcome their limitations by guessing intelligently using
linguistic and non-linguistic clues to compensate the absence of complete
grammatical knowledge. Learner’s background knowledge of the target language,
his/her own language or some other languages can provide linguistic clues to the
meaning of what is heard. Learners can use clues like word order, word formation,
and so on to their grammatical comprehension.
1.6.2. Indirect Strategies
Indirect strategies are those that enable or support direct strategies to occur
and/or increase their successful application (Oxford, 1993). Indirect strategies are
divided in to three subgroups: metacognitive, affective, and social strategies.
1.6.2.1. Metacognitive Strategies
Metacognitive strategies allow learners to evaluate their own grammar
learning pattern and coordinate the learning process (Oxford, 1993; 2003). Oxford
believes that Metacognitive strategies are essential for successful language learning
though learners rarely or unconsciously use these strategies. These strategies are
used for centring learning by paying attention on certain grammar tasks, activities
or materials such as, paying attention to the rules from reference books. Using such
strategies, the learners overview a concept or principle and link it with already
known material. Additionally, learners can be effective when they can be able to
arrange and plane their language learning by setting goals and objectives that they