Những khó khăn của giáo viên trong việc dạy ngữ pháp theo đường hướng giao tiếp cho sinh viên chuyên ngành công tác xã hội học tại Học viện thanh thiếu niên Việ.PDF

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES





VÕ THỊ MỸ HẠNH




TEACHERS’ DIFFICULTIES IN TEACHING GRAMMAR
COMMUNICATIVELY TO SOCIAL WORK STUDENTS AT
VIETNAM YOUTH INSTITUTE

NHỮNG KHÓ KHĂN CỦA GIÁO VIÊN TRONG VIỆC DẠY
NGỮ PHÁP THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO SINH VIÊN
CHUYÊN NGÀNH CÔNG TÁC XÃ HỘI TẠI HỌC VIỆN
THANH THIẾU NIÊN VIỆT NAM



M.A. MINOR THESIS




FIELD: ENGLISH TEACHING METHODOLOGY

CODE: 60 14 10






HÀ NỘI - 2011


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES





VÕ THỊ MỸ HẠNH




TEACHERS’ DIFFICULTIES IN TEACHING GRAMMAR
COMMUNICATIVELY TO SOCIAL WORK STUDENTS AT
VIETNAM YOUTH INSTITUTE

NHỮNG KHÓ KHĂN CỦA GIÁO VIÊN TRONG VIỆC DẠY
NGỮ PHÁP THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO SINH VIÊN
CHUYÊN NGÀNH CÔNG TÁC XÃ HỘI TẠI HỌC VIỆN

THANH THIẾU NIÊN VIỆT NAM


M.A. MINOR THESIS





FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60 14 10
SUPERVISOR: Dr. DƯƠNG THỊ NỤ





HÀ NỘI - 2011
iv

TABLE OF CONTENTS

Page
Declaration…………………………………………………………………………. i
Acknowledgements………………………………………………………………… ii
Abstract…………………………………………………………………………… iii
Table of contents…………………………………………………………………… iv
List of abbreviations……………………………………………………………… vii
List of tables and charts……………………………………………………………. viii
PART I: INTRODUCTION……………………………………………………… 1

I.1. Rationale of the study………………………………………………………… 1
I.2. Aims of the study……………………………………………………………… 2
I.3. Significance of the study………………………………………………………. 2
I.4. Research questions…………………………………………………………… 3
I.5. Scope of the study………………………………………………………………3
I.6. Method of the research………………………………………………………… 3
I.7. Design of the study…………………………………………………………… 3
PART II: DEVELOPMENT…………………………………………………… 5
CHAPTER 1: LITERATURE REVIEW……………………………………… 5
1.1. Definitions of grammar……………………………………………………… 5
1.2. The role of grammar in foreign language teaching……………………………. 6
1.3. An overview on methods in teaching grammar …………………………… 6
1.3.1. The grammar-translation method…………………………………… 6
1.3.2. The direct method…………………………………………………… 7
1.3.3. The audio-lingual method…………………………………………… 8
1.4. Application of CLT in grammar teaching …………………………………… 9
1.4.1. Communicative competence………………………………………… 9
1.4.2. Definition of communicative language teaching……………………. 9
1.4.3. Characteristics of communicative language teaching……………… 10
1.4.4. Stages in teaching grammar communicatively……………………… 11
1.5. Factors to be considered of CLT application…………………………… 12
1.5.1. Teachers’ beliefs and attitudes………………………………………. 12
1.5.2. Teachers’ qualities and personalities……………………………… 12
v

1.5.3. Learners’ motivation………………………………………………… 13
1.5.4. Learners’ beliefs and attitudes………………………………………. 13
1.5.5. Learners’ learning styles…………………………………………… 13
1.5.6. Learners’ anxiety and confidence…………………………………… 14
1.5.7. Classroom conditions……………………………………………… 14

1.5.8. Language environment……………………………………………….14
1.5.9. Syllabuses and textbooks……………………………………………. 15
1.5.10. Testing and evaluation…………………………………………… 15
Summary………………………………………………………………………… 15
CHAPTER 2: THE STUDY……………………………………………………… 16
2.1. An overview of the situation of teaching and learning English grammar at Vietnam
Youth Institute (VYI)………………………………………………………. 16
2.1.1. Objectives of the English course at VYI…………………………… 16
2.1.2. Teachers’ factors…………………………………………………… 16
2.1.3. Learners’ factors…………………………………………………… 16
2.1.4. Materials’ factors……………………………………………………. 17
2.2. Research methodology………………………………………………… ……. 17
2.2.1. The subjects of the study…………………………………………… 17
2.2.1.1. The teacher ……………………………………………… 17
2.2.1.2. The student ……………………………………………… 17
2.2.2. The instruments for collecting data………………………………… 18
2.2.2.1. Survey questionnaire………………………………………. 18
2.2.2.2. Interviews………………………………………………… 19
2.2.3. Data analysis process……………………………………………… 19
2.3. Data analysis and discussions…………………………………………………. 20
2.3.1. Survey questionnaires……………………………………………… 20
2.3.1.1. Questionnaire for the students…………………………… 20
2.3.1.2. Questionnaire for the teachers…………………………… 27
2.3.2. Interviews……………………………………………………………. 33
CHAPTER 3: FINDINGS AND RECOMMENDATIONS 36
3.1. The difficulties faced by the social work students at VYI in learning grammar and
their expectations………………………………………………………………… 36
vi

3.2. The difficulties faced by the teachers at VYI in teaching grammar communicatively

and their own solutions…………………………………………………………… 36
3.3. Recommendations for overcoming the difficulties in teaching grammar
communicatively…………………………………………………………………… 39
PART III: CONCLUSION 43
REFERENCES……………………………………………………………………. I
APPENDIX 1: Survey questionnaire for students………………………………… IV
APPENDIX 2: Survey questionnaire for teachers………………………………… VIII
APPENDIX 3: Questions for interviewing teachers………………………………. XII
APPENDIX 4: Information gap………………………………………………… XIII
APPENDIX 5: Spot the differences………………………………………………. XIV
APPENDIX 6: Game……………………………………………………………… XV

PART I: INTRODUCTION
I.1. Rationale of the study
All students not only aim at passing their exams and getting some further studies for their future
life, but also have a desire to be integrated into the culture, the civilization, and the people of
English speaking countries. Many students are too shy to speak in class whereas most of the
grammar lessons are carried out in traditional methods. That is, the teacher presents new
grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence,
the students find it hard to speak out as well as to communicate in the real life naturally.
I.2. Aims of the study
- To investigate the difficulties of teaching and learning grammar communicatively faced by the
teachers and students.
- To make some suggestions on reducing the teachers’ difficulties in the application of CLT in
teaching grammar and make grammar lessons more successful.
I.3. Research questions
(1) What are the difficulties faced by the social work students at VYI in learning grammar
and their expectations?
(2) What are the difficulties faced by the teachers at VYI in teaching grammar

communicatively and their own solutions?
I.4. Scope of the study
The study is concerned with finding the teachers’ difficulties in teaching grammar
communicatively for the first year students of social work at VYI. The study of others would be
beyond the scope.
I.5. Design of the study
This thesis consists of three parts:
PART I (INTRODUCTION): presents the rationale, the aims, the significance, the research
questions, the scope, the method and the design of the study.
PART II (DEVELOPMENT): consists of three chapters described as follows:

- Chapter 1 (LITERATURE REVIEW) deals with literature review. It starts with
definitions of grammar and its role in language teaching, then an overview of some language
teaching approaches. The next is about the CLT which includes the definition, characteristics,
and stages in teaching grammar communicatively. The final is some factors to be considered of
CLT application.
- Chapter 2 (THE STUDY): presents the study. Firstly, there is an overview on
situation of teaching and learning English grammar at Vietnam Youth Institute. Secondly, the
methodology is performed in the study. It provides subjects, the instruments and data analysis
process. Finally, the data collected from the survey questionnaire and interviews is analyzed and
discussed.
- Chapter 3 (FINDINGS AND RECOMMENDATIONS): reveals the major findings
of the study and presents the recommendations.
PART III (CONCLUSION): summarizes the study, gives conclusions and some limitations
during the process of doing the research as well as some suggestions for further study.

PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Definitions of grammar
Richards, Platt and Platt (1992: 161, Longman Dictionary of Language Teaching & Applied
Linguistics) defines grammar as “a description of the structure of a language and the way in
which linguistic units as words and phrases are combined to produce sentences in the language.
It usually takes into account the meanings and functions these sentences have in the overall of
the language. It may or may not include the description of the sounds of a language”.
1.2. The role of grammar in foreign language teaching
In fact, grammar is one of the key elements of a language. Therefore, one person cannot master
a language without the knowledge of its grammar. Thanks to grammar, language can partly
function as means of communication, especially in written language. One cannot write well if he
lacks the knowledge of grammar. In speaking, though grammatical mistakes are sometimes
acceptable, grammar makes one’s speech better and more attractive, especially in formal
situations. Learners cannot use words if they do not know how to put these words together.
Grammar exists to enable us to “mean” and without grammar, it is impossible to communicate
beyond a vary rudimentary level because “speech is no more than sounds, writing is no more
than hieroglyphics” (Peck, 1988: 127).
1.3. An overview on methods in teaching grammar
1.3.1. The Grammar-Translation method (GTM)
The strength of GTM is that it requires few resources so it is easy to apply and cheap to
administer. Thus, the method is still used in many places where the class is large (more than 30
students).

This method, however, has certain disadvantages. According to Richards and Rodgers (1986:3),
GTM obviously focuses on the form rather than the use of the target language. Students who are
in this way did not have a chance to practice their speaking and listening.
1.3.2. The Direct method (DM)
Though there is a development in students’ thoughts in the target language, it has two-sided
effect. Students may develop inaccuracies if they are not properly guided. This is the result if
their trying to express themselves in the target language with insufficient knowledge about the

language. Because all statements they learn are confined to be used only in the classroom. Any
connection with real life was expected to come later and was not the business of the school. The
graduation and sequences of materials is not based on realistic spoken speech but artificial
connected sentences. The weakness of the method is also stated in River (1983:34): “In the pure
form of the DM, insufficiency is made for systematic practice and requesting-practice of
structures in a coherent sequence. As a result, students often lack a clear idea of what they are
trying to do, and they make haphazard progress”.
1.3.3. The Audio-Lingual method (AM)
The first and most successful point of this method is to develop students’ listening
comprehension and fluency in speaking in the target language. Students are encouraged by the
sense of being able to use what they have learned in the very early days of their study. In
addition, the study is reinforced by repetition, so the students have good repetition and this is
suitable for learners of different abilities. Another point is that this method provides a good
systematic progression of the materials. However, there still remain some problems. The success
or failure of this method depends largely on the qualities of the teachers and the availability of
resources. That is why Brumfit (1983:8) comments “the objective is generally the mastery of
sentence patterns rather than creative or communicative use of language”.
1.4. Application of CLT in grammar teaching
1.4.1. Communicative competence
Communicative competence is now recognized as the primary goal of language teaching. Canale
and Swain (1980) consider that communicative competence is made up of four factors namely
grammatical competence, sociolinguistic competence, discourse competence, and strategic

competence. Grammatical competence includes a comprehension of linguistic code, the ability
to recognize the lexical, morphological, syntactic and phonological features of a language and to
manipulate these features to form words and sentences. Sociolinguistic competence is the best
described through appropriateness, the degree to which one person understands the social
context in which language is used: the roles of participants, the information they share, the
functions of interaction. Discourse competence indicates the ability to interpret series of
sentences or utterances to form a meaningful whole and to achieve a coherent text that is
relevant to a given context. Strategic competence includes the strategies a person uses to
compensate for imperfect knowledge of rules or limiting factors in their application such as
fatigue, distraction, inattention, etc. These strategies include paraphrasing, circumlocution,
repletion, hesitation, avoidance, guessing and shifts in register and style.

1.4.2. Definition of CLT
CLT views language as a system for the expression of meaning. Activities involve oral
communication, carrying out meaning task and using language, which is meaningful to the
learners. Objectives reflect the needs of the learners; they include functional skills as well as
linguistic objectives. The learners’ role is as a negotiator and integrator. The teacher’s role is as
facilitator of the communication process. Materials promote communicative language use; they
are task-based and authentic.
1.4.3. Characteristics of CLT
Li (1998:679) reviews CLT characteristics based on the work of other researchers such as
Laren-Freeman (1986), Richards and Rogers (1986) and Thomson (1986) as follows:
1. A focus on communicative functions.
2. A focus on meaningful task rather than on language form.
3. Efforts to make tasks and language relevant to a target group of learners through an
analysis of genuine, realistic situations.
4. The use of authentic, from life materials.
5. The use of group activities.
6. The attempt to create a secure, non-threatening atmosphere.
1.4.4. Stages in teaching grammar communicatively

In a CLT classroom, the teacher pays more attention to enable students to work with the target
language during the lesson and communicate in it by the end of it. The following is the typical
procedures of a grammar lesson according to a CLT author – Adrian Doff (1981).
1. The teacher uses visual aids to present the grammar structure to be taught.
2. Students deduce the meaning, the form and the use of it.
3. The teacher gets students understanding by asking yes/no questions focusing on form,
meaning and use.
4. The teacher gets students to practice the structure through Repetition and Substitution
Drills, Word Prompts, and Picture Prompts. The teacher tries to provide maximum
practice within controlled, but realistic and contextualized frameworks and to build
students’ confidence in using the new language.
5. The teacher provides students with opportunities to use new language in a freer, more
creative way. The teacher creates activities in which students can integrate new

language with the previous learnt language and apply what they have learnt to talk
about their real life activities.
1.5. Factors to be considered of CLT application
- Teachers’ beliefs and attitudes
- Teachers’ qualities and personalities
- Learners’ motivation
- Learners’ beliefs and attitudes
- Learners’ learning style
- Learners’ anxiety and confidence
- Classroom conditions
- Language environment
- Syllabuses and textbooks

CHAPTER 2: THE STUDY
2.2. Research methodology
2.2.1. The subjects of the study
2.2.1.1. The teacher
The four teacher subjects of this research were all trained in Universities in Vietnam. They are
teaching to non-English major students at the Institute. They are from 28 to 50 with at least 5
years of teaching experience. All teachers of English are female. One has acquired Master’s
degree of English; two of them are attending the post-graduate courses at University of
Languages and International Studies, Vietnam National University, Hanoi.
2.2.1.2. The student
120 social work students were selected at random from 2 classes KI and KII at VYI to
participate in the research. Their age varied from 18 to 25. Among them, 62% are female and
38% are male. Their English level is not equal. Some of them have learnt English for 7 years;
some others have learnt English for 3 years and the rest have never learnt English before.
2.2.2. The instruments for collecting data
To obtain data for the study, two instruments were employed: survey questionnaire and
interviews.

2.2.2.1. Survey questionnaire
The survey questionnaire is chosen as the primary instrument for collecting data because it easy
to construct and gather a large amount of information in a processible form.
2.2.2.1.1. Questionnaire for the students
The questionnaire consists of two types of questions including 10 closed and open ended ones
(see Appendix 1). To ensure the students’ accurate misunderstandings before answering the
questions, all of them were written in Vietnamese. Their answers were also written in
Vietnamese, which enabled them to express their ideas fully and with ease. 120 copies were
delivered and collected within 1 week.
2.2.2.1.2. Questionnaire for the teachers
The second questionnaire was designed for 4 teachers of English at VYI (see Appendix 2). It
contains 10 closed and open ended questions in English. The questionnaire was delivered to the
teachers and collected within 1 week.

2.3.2. Interviews
Question 1: How often do you apply CLT in teaching English grammar?
Question 2: What difficulties have you experienced when CLT is
Question 3: What are your suggestions to overcome difficulties applying CLT to English
grammar lessons?

CHAPTER 3: FINDINGS AND SUGGESTIONS
3.1. The difficulties faced by the teachers at VYI in teaching grammar communicatively
and their own solutions
+ Deficiency in strategic and sociolinguistic competence in English
+ Students’ low English proficiency
+ Students’ passive learning style
+ Large class size
+ Multilevel classes
+ The grammar-based exams
+ Lack of authentic teaching materials
+ Students’ not participating in class activities
+ Students’ lack of motivation to communicate
+ Students’ use of Vietnamese
+ Other difficulties
To overcome the difficulties, the teachers give a variety of suggestions such as attending
workshops or seminars on CLT, being trained and retrained on sociolinguistic competence,
motivating students more to learn English. What is more, having self-improvement in their
English level and teaching methods, giving encouragements and positive correction and
feedback on their students’ mistakes, and using the language which is suitable with the students’
level in the classroom.
3.2. Recommendations for overcoming the difficulties in teaching grammar
communicatively

Firstly, it is crucial to improve students’ motivation in learning grammar.
+ Designing suitable exercises
+ Giving interesting topics, games and communicative activities such as information gaps, role-
plays, interviews, pictures and picture stories, puzzles and problems and matching activities. +
Organizing English speaking club.
Another suggestion is dividing large classes into smaller ones.

Furthermore, the teachers should encourage students’ participation in class activities.
The reformation of the current examinations which are based on grammar is also an essential
solution.
Students’ role and teachers’ role should be redefined too.
It is evident that teachers should improve their authentic teaching materials initiatively and
creatively.
What is more, grammar should be presented in context in order to make clear the relationship
between grammatical forms and communication functions.
Mistake correction should be positive and effective.
+ Collecting mistakes made by the student and involving the whole class as much as possible in
the correction process.
+ Spending less time correcting what is only problem for one student and more time on
problems common to the whole group.
+ Helping students understand why they are wrong by indicating that a mistake has been made
(by gestures), showing the students where the mistake is and what kind of mistake is (wrong
tense, wrong-stressed word…), getting him/her try again if he/she can get it right.
+ Not interrupting the student before he/ she finishes his/her utterances because he will find it
disconcerting or frustrating.
+ Trying not to repeat the mistakes, even in mocking and astonishing way.
Last but not least, the teachers should be trained and retrained in CLT.

PART III: CONCLUSION
In conclusion, the study has found out what are the students and teachers’ difficulties in learning
and teaching grammar communicatively. The study also reveals the recommendations for
overcoming these difficulties as well as having effective grammar lessons. Obviously, when
applying CLT to teach grammar, there is no ready-made recipe for which techniques and
activities can work best for which structure, but the primary principle is the use of a variety of
techniques and activities to suit different students’ levels and learning styles. This not only help
teachers and students teach and learn grammar more effectively but also change the students’
learning styles and motivation. The implementation of CLT at VYI will be successful if there is
contribution and cooperation of the administrators, teachers and students. Among these factors,
the teachers are central and affect the success or failure of the innovation.
Nonetheless, the limitations of the study are unavoidable. Firstly, from the scope of the study,
the results of the study are only applied for the social work students, not for all students at VYI.
Moreover, the data were only taken from self-reported questionnaires and teachers’ interviews.
However, there is a potential limitation of self-report data because some students might not be
willing to express themselves frankly.
Basing on the results and the limitations of the study, the researcher would like to make some
recommendations for further study. The subjects of the study were 120 social work students and
4 English teachers at VYI. As a result, the results cannot apply for all students at VYI. It would
be interesting to conduct a similar study on the students from other departments. Furthermore, it
is necessary to conduct other researches on the difficulties confronted by teachers in terms of
CLT application in teaching reading, listening, vocabulary, speaking and writing.

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