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ACKNOWLEDGEMENTS
This thesis would not have been possible without the help and
support of many individuals. I would especially like to thank the following
people.
Ms. Ngo Thi Thanh Huyen, who has guided me to do this thesis.
Without her expert guidance, insightful comments and constructive
feedback, my thesis would have still been far from completed.
I would be grateful allthe lecturers who have been teaching in
Foreign Language Department, Hung Vuong University, contributed to
the success of the course.
I would also like to thank all the teachers and the students at Thanh
Ba High School in Phu Tho, who willingly participated in the study. I thank
them for their time, patience and willingness in completing the
questionnaires, answering the questions and sharing their classrooms
with me.
Last but not less importantly, I owe my parents and friends whose
unconditional love, understanding, encouragement, and support are
valuable during my whole study.
Phu Tho, April 2016

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LIST OF ABBREVIATIONS
STT
TTT
CLT

PART A: INTRODUCTION
1. Rationale
English is presently considered as an international language which
is used widely in the world and in almost all fields of the study. In the past
decades, it has been proved to be the most valuable means for people to
acquire knowledge, to entertain them and to communicate with the
others. Therefore, the teaching and learning of English has become very
popular and necessary. However, one aspect of teaching English is
teaching grammar which has been considered as a challenge for many
Vietnamese teachers of English at school.
Therefore, this study was inspired by both the subjective and
objective reasons. Subjectively, doing a study on methodology, especially
on teaching grammar, is a very useful preparation for my future job as a
teacher of English. Simultaneously, it is very practical for the teaching
practice as a trainee teacher at a high school in Phu Tho. Moreover, I have
chosen this subject due to the awareness of the importance of English
grammar. Without learning it, students cannot communicate well, to put
it another way, the language they produce which is considered
ungrammatical and unacceptable. Hence, it is essential to teach grammar
effectively and appropriately at the very beginning stage.
The objective reason for choosing this topic comes from the current
situation of teaching grammar at high schools. In a grammar lesson at
high schools, most of the practices are done in the forms of writing and
the teacher seldom creates activities that may help students to put what
they have learnt into use. Therefore, although students have learnt
numerous grammar rules, words and sentence structures, they cannot
express themselves when they speak in English. It may surprise us that
many students cannot use English as a means of communication after
several years of learning it at school.
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clarified by study theory

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Secondly, the current situation of learning English grammar of the
students in class 10A and 10B at Thanh Ba high school were investigated,
then some suggested solutions are given.
Thirdly, the experiment was carried out with the treatment to teach
grammar for students effectively.
Fourthly, pretests and posttests was given to the students of the
two groups (control group and experimental one); then the result of the
two tests were compared to see whether there are any improvements in
the students’ grammar or not.
Finally, from the research findings, some suggestions were given.
4.2. Research methods
The theoretical background of the study is mainly based on the
book and documents written by a number of scholars on foreign language
teaching.
Within the aim of finding out the current situation and getting
some results after experiment in teaching and learning grammar in class
10A and 10B at Thanh Ba high school, this study adopts quantitative,
qualitative and experimental methods. To identify the problems, the
study has been carried out with the data collected from different
instruments:
- Pre- questionnaire: This questionnaire is for the students under this
research and aims to obtain understandings about students’ attitudes,
their motivation in grammar. Students will be given this questionnaire

grammatical structures.

•

I used picturesfor checking students’ understanding of what
has been presented.

•

I used oral drills, written exercises at the practice stage.

After

applying

some

treatments

in

teaching

grammar

communicatively, the posttest administered among these students. The
result of the posttest compared with the one of the pretest to see any
changes and improvements in the students and give necessary
suggestions.
5. Significance of the study

1.9. Design of the study.
Part B: MAJOR CONTENT
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Chapter1: deals with the theoretical background that is relevant to the
purpose of the study: grammar, different views on English grammar
teaching.
Chapter2: Methodology
Chapter3: Data analysis and discussion
Part C: CONCLUSION
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Main findings.

2

Implications.

3

Limitations and Suggestions for Further Research.
4. Conclusion.

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whereas This are a book is not. There is a set of rules, which govern how
units of meaning may be constructed in any language”.
In short, whatever grammar may be defined, it involves the set of
rules that defines how words or words are combined together to make up
meaningful units of language. Moreover, it cannot be denied that students
know how to put the isolated words into meaningful sentences to serve
the communicative purposes.
1.1.2 Grammatical Structures
Ur (1996) has shown that “A specific instance of grammar is usually
called a structure. Examples or structures would be the past tense, noun
plural, the comparisons of adjectives or adverbs, relative pronouns and so
on” (p.75). However, when talking about “knowing a language”, we do not
only mean “knowing the structure of a language”. This can also mean one
of the following things.
First, it may refer to the unconscious ability to use the structure of a
language to convey meaning. The user of the language does not have to
recall the structure rules to create sentences. The mental processes he
uses to produce correct sentences are hidden. This stage of knowledge is
called “unconscious knowledge”.
Second, it may refer to the information that has been deliberately
acquired through studying structural descriptions. Non- native learners
of the language can know the structure of a language mainly through
studying. Then apart from understanding the rules, in meaningful
sentences. Therefore, Ur (1988) pointed out that: “When we teach anyone
of these types of structures, we are or should be clear getting our

the answer at their fingertips, but most English speakers who have not
previously studied this question will have to stop and think, and may find
it difficult to answer.
In this research's opinion, the learners can sometimes translate
words by words from English into Vietnamese. However, it is very
important to translate into meaningful sentences in Vietnamese.
Therefore, the learners must note the way to translate words from
English into Vietnamese, sometimes it is translated from the first word to
the final words as the Vietnamese, sometimes it is against.
1.1.4 The importance of Grammar
Teaching grammar has been a longstanding tradition in teaching a
foreign language. In recent years, the role of grammar in language
teaching ang learning has received different interpretations. Traditional
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method like the grammar translation one stressed the need to master
grammar as the centerpiece in learning a foreign language whereas some
expressed different views against the teaching grammar. “The study of
grammar is neither necessary nor sufficient for learning a language”
(Brumfit and Johnson, 1979). Therefore, there has been a great
controversy relating to the raised question: “Whether should we teach
grammar or not? Do we have to have grammar exercises? Isn’t it better
for students to absorb the rules intuitively through communicative
activities than to be taught through special exercises?” (Ur, 1988). Some
linguists have given their answer to these big questions.
According to Richards, Platt, and Weber in Nunan (2005:2)
grammar is a description of a language and the way in which units such

In conclusion, there still exist controversies about the role of
grammar in language teaching and learning. However, it can be seen that
the above – mentioned linguists share the same view in valuing the
crucial role of grammar in language learning and teaching. However, they
assert that the sole mastery of grammar is not the goal of language
learning. The students’ ultimate goal in learning grammar is to use it to
perform communicative functions accurately, effectively and successfully.
Indeed, grammar offers students one of the most effective means of
extending students’ knowledge of language items in which they can use to
communicate in real life and to understand what is said written in
English.
1.2 THE EFFECTS OF GRAMMAR PRACTICE ACTIVITIES
Similar to other activities, grammar practice activities have both
advantages and disadvantages. Beside some disadvantages of time or
students' awareness, grammar practice activities show some its
advantages and effect.
1.2.1 Good points
Grammar practice activities can help students improve the ability
of creation because they must make brainstorm to do the tasks.

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These activities can also help students be clearer about structures
and their use. Therefore, they can say out various sentences based on the
form. In addition, the students can remember structure better.
Otherwise, these activities make students be active in activities and
help students be the centre in the class.

Type 3: Meaningful drills
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Again, the responses are very controlled, but the learners can make
a limited choice of vocabulary.
•

Type 4: Guided, meaningful practice
Learners form sentences of their own according to a set pattern,

but exactly what vocabulary the use is up to them.
•

Type 5: (structure- based) free sentence composition
Learners are provided with a visual or situational cue, and invited

to compose their own responses, they are directed to use the structure.
•

Type 6: (structure- based) discourse composition
Learners hold a discussion or write a passage according to giver

task, they are directed to use at least some examples of the structure
within the discourse.
•

Type 7: Free discourse

translation text, and the grammatical rules of the target language are
presented in the mother tongue and illustrated through translation
activities.
• Teacher’s role is to explain grammar rules and the meaning of the
words in the students’ native language.
• Students’ role is to pay close attention to teacher’s explanations
and corrections, memorize rules and vocabulary lists, and carefully do the
translation tasks.
The strong points of this method can be drawn from its above
features. First, students taught in this method are usually good at
grammar because of their great attention to it. Second, this method does
not require much effort from the teacher as he often overuses the mother
tongue as the main means to explain the grammatical points. Third,
translation exercises can rule out the ambiguity or misunderstanding
between the students in learning a new grammatical structure as
everything is translated clearly into their mother tongue.
However, this method has some shortcomings, the biggest of which
is that students are considered to be passive recipients of the given
knowledge. They learn by absorbing the teacher’s explanation in the
mother tongue, memorizing grammar rules and vocabulary list. They do
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not have many chances to think, learn and carry out meaningful
communicative activities in the target language.
Due to its weak points and inefficient outcome, this method is
rarely used in learning and leaching foreign language in schools in the
world nowadays. Even in our country, although grammar translation

enough in foreign language to adhere to the principle of this method”
(Richard and Theodore, 1991, p.10). This method requires the teacher to
be very fluent in the target language and all the foreign language classes
to be small – sized. This does not prove practical and useful in the
financially poor situation, as it is difficult and costly to hire all native or
native like speaking teachers and to run small – sized classes in all
schools. In addition, as this method forces student to express himself too
soon in the target language, they can speak fast and fluently but not
accurately due to the lack of the systematic practice of the structures.
More importantly, as oral interaction and spontaneous reaction are given
prior stress, slow –minded students will be discouraged because they
often find it difficult to catch up with the fast pace of the learning process.
Being the contradiction to the grammar –translation method, this
has not been seen as a better one. The use of this method in the situation
of Vietnam schools could encounter such numerous difficulties as
students’ inability to perform the language accurately and school
financial matters.
1.3.1.3 The Audio –Lingual Method
The immergence of the audio –lingual method resulted from the
increased attentions given to foreign language teaching in the United
States at the end of the 1950s. Then Audiolingualism reached the period
of most widespread use in the 1960s and it was applied both to the
teaching of foreign languages in the United States and to the teaching of
English as a second language in many other places.
The teaching of grammar in this method has some features as
follows:
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that is to say, students do not simply learn the language structures and
grammar rules, rather they should take part in activities such as problem
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solving, writing for a purpose, and discussion on topics of genuine
interest, ect. Students in communicative classrooms are seen as active
recipients of information provided by teachers or the textbooks. Teachers
are no longer viewed as the authority of the knowledge, playing a
dominant role. They are just in the roles of a facilitator, a participant, and
a counselor to create more fascinating experiences for the students. In
general, the CLT helps students learn a language through authentic and
meaningful communication, which involves a process of creative
construction, in order to achieve fluency.
In addition, Nunan (1991a: 279) offers five features to characterize
CLT:
•

An emphasis on learning to communicate through interaction in

the target language.
• The introduction of authentic texts into the learning situation.
• The provision of opportunities for learner to focus, not only on
the language but also on the learning process itself.
• An enhancement of the learner’s own personal experiences as
important elements to classroom learning.
• An attempt to link classroom language learning with language
activation outside the classroom.

the audio –lingual method cause the boredom in foreign language
teaching. The communicative approach has proved many strong points;
on striking example of which is that it helps students achieve intelligible
communication through meaningful communicative activities. As a result,
the prevailing strengths of the communicative approach have helped
itself achieve the status as the most efficient foreign language teaching
approach.
1.4 TEACHING GRAMMAR ACCORDING TO THE COMMUNICATIVE
METHOD
1.4.1 Requirements in a Grammar Lesson
Any teacher who teachers a grammatical item has to define his
objectives by asking himself what his students have to learn. According to
Hubbard (1989), there are three main things that students have to
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acquire in a grammar lesson. First thing is the form of a grammatical
structure which is “the actual words (written) of sounds (spoken) used to
express something in the language, the form is often synonymous with
the structure” (1989, p.158). The second is the meaning of the structure.
It is “the conventional and literal meaning of a particular form” (1989,
p.159). The use of form may be described in terms of its function or
communicative purpose” (1989, p.160).
While the grammar translation method and some other structural
approach focus on the accuracy of the form, the communicative approach
has turned its attention to the use of the language in situation. Littlewood
(1981) claimed “... the goal of foreign language teaching is to extend the
range of communication situations in which the learners can perform