The appropriateness of CLT focus on form instruction to high school students at To Hien Thanh School = Khảo sát sự phù hợp về việc dạy ngữ pháp theo đường hướng

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

------

HOÀNG THỊ TÂN

THE APPROPRIATENESS OF
CLT FOCUS ON FORM INSTRUCTION TO
HIGH SCHOOL STUDENTS AT TO HIEN THANH SCHOOL
KHẢO SÁT SỰ PHÙ HỢP VỀ VIỆC DẠY NGỮ PHÁP THEO ĐƯỜNG HƯỚNG
GIAO TIẾP CHO HỌC SINH THPT TẠI TRƯỜNG TÔ HIẾN THÀNH

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 60.14.10
Course: K18 (2009 – 2011)

Hanoi, 2011


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

------

HOÀNG THỊ TÂN

THE APPROPRIATENESS OF
CLT FOCUS ON FORM INSTRUCTION TO
HIGH SCHOOL STUDENTS AT TO HIEN THANH SCHOOL
KHẢO SÁT SỰ PHÙ HỢP VỀ VIỆC DẠY NGỮ PHÁP THEO ĐƯỜNG HƯỚNG
GIAO TIẾP CHO HỌC SINH THPT TẠI TRƯỜNG TÔ HIẾN THÀNH

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 60.14.10
Course: K18 (2009 – 2011)
Supervisor: Vũ Mai Trang, M.A

Hanoi, 2011



ii

ABSTRACT
The minor thesis is concerned with “ The appropriateness of CLT focus on form
instruction to high school students at To Hien Thanh School”.
It is aimed at finding out the appropriateness of teaching grammar in the light of CLT to
students at To Hien Thanh high school in general and students of grade 11 here in
particular. The objectives of study are to investigate contextual factors affecting the
application of CLT focus on form instruction to students; to evaluate contextual
appropriateness of the focus on form approach then to give some suggestions and some
solutions of teaching method to bring about better results in CLT English language
teaching and learning.
To achieve the aims and the objectives of the thesis, many references were selected, read

and filtered for information. The author used Survey questionnaires for 5 teachers and 100
students at To Hien Thanh high school, Class observation, Post-observation interviews. All
the data collected were consolidated and categorized. The results were analyzed and
presented in forms of tables and figures. The observational notes were jotted down to
provide the findings in form of reflections.
The minor thesis consists of three parts and three chapters. Part I is introduction. It
provides a general overview of the study with specific references to the rationale, the aims
and the objectives of study, research questions, research methods, context of study, data
collection method, scope of study, purpose and significance of study. Part II is
development. Part II consists of three chapters: Chapter I, Literature review, is concerned
with definitions and concepts of the terms: Focus on Form vs Focus on Forms, Contextual
Appropriateness of teaching methods. Chapter II, Research methodology, introduces
context of study, methodology, survey instruments, data analysis. Chapter III, Findings
and discussion, is devoted to a detailed description of findings and the discussion. In this
chapter, explanation and interpretation of the findings are explored. Part III, conclusion,
gives a conclusion, recommendations, limitations of the study and then gives some
suggestions for further study.


iii

TABLE OF CONTENTS
Page
PART I: INTRODUCTION
1.Rationale…………………………………………………………………………………..1
2. Aims and objectives of study……………………………………………………………2
3. Research questions………………………………………………………………………2
4. Research method………………………………………………………………………...3
5. Context of study…………………………………………………………………………3
6. Data collection method…………………………………………………………………..4

7. Scope of the study…………………………………………………………………….....4
8.Purpose and Significance of study…………………………………………………..…...4
9. Design of the study……………………………………………………………………...4
PART II - DEVELOPMENT
CHAPTER I: LITERATURE REVIEW………………………………………………...6
I.1. Focus- on- forms vs Focus- on- form………………………………………………..6
I.1.1. Focus on forms……………………………………………………………….7
I.1.2. Focus on form………………………………………………………………...8
I.2. Contextual Appropriateness of teaching methods………………………………….9
CHAPTER II: RESEARCH METHODOLOGY
II.1. Context of study……………………………………………………………………..10
II.1.1. The syllabus………………………………………………………………...10
II.1.2. The participants……………………………………………………….........10
II.1.3. Textbook……………………………………………………………………11
II.1.4. The Socio-cultural environment....................................................................13
II. 2. Methodology………………………………………………………………………..13
II. 3. The survey instruments……………………………………………………...........13
II.3.1. The questionnaires ......................................................................................13
II.3.2. Classroom observation………………………………………………….....14
II.3.3. The post-observation interviews with two teachers………………….…….15
II.4.Data analysis………………………………………………………………...…….....15
II.5. Summary………………………………………………………………………….....16
CHAPTER III: THE FINDINGS AND DISCUSSION


iv

III.1. Findings and discussions…………………………………………………………..17
III.1.1. The findings from survey questionnaires and discussion…………………17
III.1.2. The findings from classroom observation and discussion…………………25

III.1.3. The findings from post-observation interviews and discussion…………..29
III.2. Summary…………………………………………………………………..……….31
PART III: CONCLUSION
1. Conclusion.......................................................................................................................33
2. Suggestions……………………………………………………..………………………34
3. Limitations of the study…………………………………………………………….....34
4. Recommendation for further study…………………………………………………..35
REFERENCES…………………………………………………………………………....I
APPENDIXES………………………………………………………………………........III
Appendix I

Survey questionnaire for teachers.………………………………....III

Appendix II Survey questionnaire for students .....................................................IV
Appendix III Two lesson plans……………………………………………….….VI
Appendix IV Interviews…………………………………………………………XII


v

LIST OF ABBREVIATIONS

CLT

Communicative Language Teaching

ELT

English Language Teaching

GCSE

General Certificate of Secondary Education

L1

First Language

L2

Second Language


vi

LIST OF TABLES
Number
of table

Name

Page

Table 1

Teachers’ teaching experience

19

Table 2

Teacher’s opinions about the role of grammar in teaching
English

20

Table 3

Teacher’s opinions about the purpose of grammar in teaching
English

21

Table 4

Teacher’s ways of teaching grammar

22

Table 5

Teacher’s ways of correcting students’ mistakes while
teaching grammar.

23

Table 6

Students’ opinions about grammar lessons at school

24

Table 7

Students’ opinions about the effectiveness of the ways of
learning grammar

25

Table 8

The activities do you enjoy taking part in when learning
grammar

27

Table 9

The ways students want their teacher to correct their mistakes

28


1

PART I : INTRODUCTION
1. Rationale
There is no doubt that English has been used as a tool of communication among native speakers as
well as non-native ones. No one can deny the important role of English in every field of life.
Nowadays, the demand for learning English is increasing in Vietnam. People learn English for

many purposes, such as getting jobs in foreign companies, studying abroad, communicating in
English with foreigners, passing exams, etc. Learning English now is not only an interest but also a
practical need for many people.
Together with the growing demand for learning English, there has been an innovation in English
teaching and learning methods everywhere in Vietnam. Nowadays, teacher not only transfers
knowledge but also guides, organizes students’ learning activities. The aim of language teaching is
to help students understand language as well as use it actively in real life; after a language lesson,
students can communicate in English. To reach these purposes teachers have to try a lot.
In fact, at To Hien Thanh high school, teaching English grammar in the light of communication
has some problems, such as students’ levels, teachers’ methods, facilities, textbooks, etc. Students
here are almost bad at English. They are lack of knowledge of English: vocabulary, grammar. They
spend little time on learning English. They pay more attention to learning natural science subjects:
Maths, Physics, Chemistry. Because of students’ bad attitude to learning English, the teachers of
English at To Hien Thanh high school have many difficulties in applying communicative language
teaching. Further more, facilities here are not good. There are no cassettes to teach listening. When
teaching listening lessons, teachers have to read tape scripts. Students have no chance to practice
English in real life, no chance to listen to English from native speakers. Besides those reasons,
textbook is also a difficult problem for students at To Hien Thanh high school. Most tasks in
textbooks Tieng Anh 10, 11, 12 are in the light of communication. Those tasks give students
situations to practise English and require them to use English actively. It is very good for students
to learn and practise , but for students at To Hien Thanh high school, it is a problem.
In Vietnam each school year has two semesters . Students of secondary schools have at least three
English lessons per week. They have to take four or five written tests and only one oral test per
semester. Furthermore, what they learned at secondary school is little. In English lessons of high
school, teacher almost starts from basic structures and the simplest knowledge. With the experience
of 18 years working as a teacher of English and of 14 years teaching English at To Hien Thanh
high school, the author always concerns with how to help students learn English better, how to
motivate them in learning English and how to reach the aim of teaching English in the light of
communication. Those are the questions the author always thinks of. Successful application of CLT
requires certain conditions such as class size, language environment, facilities, teachers’ facilitative

2

role, students’ active role, textbook, etc. Those things can not be all met in the context of English
teaching and learning at To Hien Thanh high school. The question of how to equip students with
grammatical competence so that they can use the language to communicate in any situation has
become a matter of teachers of English in general and teachers of English at To Hien Thanh high
school in particular.
For the above reasons, in this minor thesis, The author intends to investigate the appropriateness of
focus on form instruction in the light of CLT to high school students at To Hien Thanh high
school then to give some suggestions to make English teaching and learning activities at To Hien
Thanh high school more communicative. The author hopes that this study will have some
contribution to improving the application of CLT in ELT in general, English grammar teaching in
particular at To Hien Thanh high school.
2. Aim and objectives of study
The aim of the study is to find out the appropriateness of focus on form instruction in the light of
CLT to high school students at To Hien Thanh school.
The objectives of study are:
First, to investigate contextual factors affecting the application of focus on form approach at To
Hien Thanh high school.
Second, to evaluate contextual appropriateness of the focus on form approach at To Hien Thanh
high school.
Last, to give some suggestions and some solutions of teaching method so that applying CLT in
teaching and learning English at To Hien Thanh high school has good results and effectiveness.
3. Research questions: To achieve the aims and the objectives of the thesis, the following
research questions were proposed:
1. To what extent is focus on form instruction used at To Hien Thanh high school ?
2. How appropriate is focus on form instruction to students at To Hien Thanh high school ?
3. What should teachers do to bring about better results in CLT English language teaching and

learning?
4. Research method
The main methods utilized in this study are Survey questionnaires for teachers and students, Class
observation, Post-observation interviews with two teachers. To carry out the study, many
references were selected, read and filtered for information and the following instruments were
used
Questionnaires: to find out the ways of teaching and learning grammar at To Hien Thanh school
Questionnaire for students: to investigate students’ real situation of learning English and to
explore their expectation in learning English.


3

+ Questionnaire for teachers: to get teachers’ opinions about the ways they teach grammar
lessons.
Classroom observation: to clarify and test the validity of information about teaching grammar in
the light of communication. The author did not observe lessons of all 5 teachers but only two of
them who are on behalf of two teaching styles.
Post-observation interviews with two teachers: the author conducted two interviews with two
teachers whose lessons had been observed to get better insights into teachers’ perceptions and
attitudes toward teaching grammar in the light of CLT.
5. Context of study
5.1. The syllabus
In this part, only the syllabuses for students of grade 11 are mentioned.
5.2. The participants
There are two groups of subjects in this study:
The first group: 5 teachers of English at To Hien Thanh high school. They are at the ages of from
33 to 41 with from 8 to 18 years working as teachers of English.
The second group: 100 students of grade 11 at To Hien Thanh high school. They are from17 to18
years old.

5.3. The textbook
In this study, the author intends to survey only students of grade 11, so the textbook the author
considered in this study is Tieng Anh 11 in order to find out whether the tasks in this textbook are
appropriate to students of grade 11 at To Hien Thanh high school.
5.4. The Socio-cultural environment
In this part the author mentions to the Socio-cultural environment in Vietnam in general and at To
Hien Thanh high school in particular.
6. Data collection method
All the data collected from questionnaire for teachers, questionnaire for students, classroom
observation, post-observation interviews with two teachers were consolidated and categorized.
The results were analyzed and presented in forms of tables and figures. The observational notes
were jotted down to provide the findings in form of reflections. teaching at To Hien Thanh high
school. The subjects of the study are students of grades 11 and teachers of English at this school.
7. Scope of the studyThe study only focuses on teaching and learning grammar in the light of
communicative language
8.Purpose and Significance of studyThis study is carried out to find out the appropriateness of
focus on form instruction to high school students at To Hien Thanh School. Successful application
of communicative language teaching in teaching grammar not only helps teachers and students in


4

teaching and learning grammar more actively and more effectively but also helps change the
students’ learning style from passive to much more active.
This project can be significant in a number of ways. It helps to identify the appropriateness of
teaching grammar in the light of communication to students at To Hien Thanh high school and
suggests ways of improving students’ communicative competence.
9. Design of the study
The study consists of three parts and three chapters:
Part I: Introduction, provides a general overview of the study with specific references to the

rationale, the aims and objectives of study, research questions, research method, context of study,
data collection method, scope of study, purpose and significance of study, design of the thesis.
Part II: Development, includes three chapters:
Chapter one: Literature review. This chapter provides definitions and concepts of the terms:
Focus on Forms vs Focus on Form, Contextual Appropriateness of teaching methods.
Chapter two: Research methodology, introduces the context of study, methodology, the survey
instruments and data analysis.
Chapter three: Findings and discussion. It is devoted to a detailed description of findings and the
discussion. In this chapter, explanation and interpretation of the findings are explored.
Part III: Conclusion, gives conclusion, recommendations, limitations of the study and then gives
some suggestions for further study.
PART II : DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
This chapter provides definitions and concepts of the terms: Focus on form vs Focus on forms,
Contextual appropriateness of teaching methods.
I.1. Focus- on- forms vs Focus- on- form
I.1.1. Focus on forms
I.1.1.1. Definitions of focus on forms
I.1.1.2. Advantages and disadvantages of focus on forms
I.1.2. Focus on form:
I.1.2.1. Definitions of focus on form:
I.1.2.2. Advantages and disadvantages of Focus on form
I. 2. Contextual Appropriateness of teaching methods
CHAPTER

II:

RESEARCH

METHODOLOGY

This study, as indicated in chapter one, was intended to find out the appropriateness of focus on
form instruction to high school students at To Hien Thanh high school. The objectives are to


5

investigate the ways of teaching and learning English grammar through communicative activities,
to evaluate contextual appropriateness of teaching methods and then to give some suggestions,
some solutions of teaching method so that applying CLT in teaching and learning English at To
Hien Thanh high school has good results and effectiveness.
How to achieve those aim and objectives? In this part the author presents the research methodology
chosen and the data collection procedures.
II.1. Context of study
II.1.1. The syllabus
II.1.1.1. Course description
II.1.1.2. Goals and Objectives
II.1.2. The participants
II.1.2.1. Teachers: 5 teachers of English
II.1.2.2. Students: 100 students of grade 11
II.1.3. Textbook
II.1.3.1. The concept of textbooks
I.1.3.2. The role of textbooks
II.1.3.3. Summary of Adapting the textbook Tieng Anh 11
II.1.4. The Socio-cultural environment
I.2. Methodology
II.3. The survey instruments
II.3.1. The questionnaires
II.3.1.1.Questionnaire for teachers
II.3.1.2. Questionnaire for students
II. 3.2. Classroom observation

II. 3.3. The post-observation interviews with two teachers
II. 4. Data analysis
II. 5. Summary
CHAPTER III : FINDINGS AND DISCUSSION
III.1. THE FINDINGS AND DISCUSSION
III.1.1. The findings from survey questionnaires and discussion.
III.1.1.1. Questionnaire for teachers
The aim of using Questionnaire for teachers is to get teachers’ opinions about the ways they teach
grammar lessons.
III.1.1.2. Questionnaire for students:


6

The aim of using Questionnaire for students is to investigate students’ real situation of learning
English and to explore their expectation in learning English.
III.1.2. The findings from classroom observation and discussion.
Unlike the results obtained from the questionnaires, classroom observation gives a clearer picture
about the appropriateness of focus on form instruction to high school students at To Hien Thanh
school. The researcher took observation at two classes 11. The grammar lesson observed was part
5: language focus – Unit 1- Textbook Tieng Anh 11. The author chose one unit conducted at two
classes 11 by two teachers using two styles of teaching grammar in order to compare and to
evaluate classroom teachers about their instructional practices and to identify examples of best
practices in accordance with teaching standards.
III.1.2.1. Classroom observation 1 (Date: 25th August 2011)
III.1.2.1.2. Comment on lesson 1
During 45 minute- classroom observation, the author had the following remarks.
Firstly, the teacher implemented what she had prepared in the lesson plan.
Secondly, the teacher let students time brainstorm in both presentation and practice parts. It helped
students to pay more attention to the lesson.

Thirdly, the classroom atmosphere was deep, especially in the part 2 “grammar” students worked
more actively in part1 than in part 2. In general, students were not active in speaking English. The
teacher almost had to asked and assigned students to answer her questions or to do exercises.
Lastly, the author wants to mention the methods and the activities used in this lesson: it was okay
in the part 1 “pronunciation”, in part 2 “grammar”, the teacher spent time introducing the use of
infinitive with to and infinitive without to before asking students to do exercises in the textbook. It
means that she used Focus on forms to introduce grammar structure. It could be seen from the
classroom observation that students were interested in doing exercises but only in writing, not in
speaking. The teacher asked students to work in pairs, in groups. She corrected all students’ spoken
and written mistakes.
III.1.2.2. Classroom observation 2 (Date: 26th August 2011)
III.1.2.2.2. Comment on lesson 2
From the stages the second teacher used in teaching grammar lesson above, the author had the
following remarks.
Firstly, she implemented what she had prepared in the lesson plan and guided students to do
exercises given in the textbook.
Secondly, the teacher used brainstorming to attract students’ attention to the lesson. She introduced
concretely the pronunciation of the sounds /dʒ/, / tʃ / in the part pronunciation. In the part
grammar, she spent time introducing the use of infinitive with to and infinitive without to before


7

asking students to do exercises in the textbook but mainly in speaking. It means that she used
Focus on form and Focus on forms to introduce grammar.
The teacher asked students to work in pairs, in groups then corrected all students’ spoken and
written mistakes.
Thirdly, the classroom atmosphere was effervescently. It could be seen from the classroom
observation that students took part in doing exercises actively .
Fourthly, after presentation and practice parts, the teacher checked up students’ comprehension

through further practice. It gives students more chance to practice what they have learned and
teacher can evaluate how and what students gain after the lesson. Lastly, from the beginning to the
end of the lesson, the teacher tried to use communicative language teaching in teaching grammar,
however it was not very successful because of students’ limitation, such as, ability of
communicating in English, poor vocabulary and grammar, there were still students only sitting,
listening and writing not participating in speaking English because they did not know how to do
those exercises, how to express in English.
III.1.3. The findings from post-observation interviews and discussion
The aim of the interviews is to seek for insight into the matter through face to face situation, to get
deeper ideas into their understanding of the role of teaching grammar in teaching English, their
attitudes to teaching grammar and the ways they teach grammar lessons. To conduct interviews, the
author used the same four questions to interview two teachers whose lessons had been observed by
the author. From the information of the interviews, the author can get clearer and deeper ideas
about the appropriateness of focus on form instruction to high school students at To Hien Thanh
school.
III.2. SUMMARY
This chapter discusses the findings and discussion of the study in order to answer three research
questions: (1) To what extent is focus on form instruction used at To Hien Thanh high school? (2)
How appropriate is focus on form instruction to students at To Hien Thanh high school? (3) What
should teachers do to bring about better results in CLT English language teaching and learning?
The findings from classroom observation of two lessons which were conducted by two teachers
being on behalf of two methods of teaching grammar give the answer to the first question.
Teaching English in the light of CLT is applied also in some classes and to some students not to
every student.
Through the applied instruments, the findings also give the answer to the second and the third
research questions. The followings are the answers: first, applying focus on form instruction in
teaching grammar at To Hien Thanh high school is not very successful. It seems to be better when
teacher applies the combination of two approaches: focus on forms and focus on form; second,

8

almost students learn English to pass written exams so they want to have good basic knowledge of
English. They do not actively take part in communicative activities. In addition, the factors limiting
applying teaching grammar in the light of communication are class size, limited time allowance,
amount of knowledge per 45 minutes. The real situation of students at To Hien Thanh high school
is that they have wide gaps in English knowledge, their levels are limited.
The findings of those questions are obtained from the survey questionnaires for 5 teachers of
English and 100 students of grade 11; from classroom observation; from the post-observation
interviews with two teachers whose lessons had been observed. The findings reveal that both
teachers and students at To Hien Thanh high school have positive attitude toward grammar
teaching and learning. They also point out that the biggest aim of teaching and learning grammar is
for good results at examination. The findings present the teachers’ common method of teaching and
the students’ favorite way of learning English grammar. It is the combination of both focus on form
and focus on forms.
PART III : CONCLUSION
1. Conclusion
In short, due to the economic open-door policy by the Government of Vietnam, the demand for
studying English has increased. Many people are expected to be competent to communicate
verbally with the outside world and to access modern technology.
Communicative competence in English language is widely recognized as an advantage of any
intellectuals in this competitive era of regional and global integration. Besides the aim of passing
exams, getting some further studies for future life, all students have a desire to be integrated into
the culture, the civilization and the people of English speaking countries. They expect to have good
knowledge of English to read books and magazines, to see films or sing English songs, etc. As a
result, learning English now is not only an interest but also a practical need for many people.
Therefore, it requires teachers of English to find out suitable methods of teaching English in
general , and teaching English grammar in particular , to teach students of different levels and to
get the aims above.
In conclusion, the teaching of grammar in the light of CLT is by far, the most challenging task any

Vietnamese teacher may face in his/her daily classroom, especially at To Hien Thanh high school.
The study has been completed with the great efforts to investigate to what extent focus on form
instruction is used at To Hien Thanh high school; the appropriateness of focus on form instruction
to students, especially to students of grade 11 here then to find out the things the teachers of
English at To Hien Thanh high school should do to make applying CLT in teaching and learning
English have good results and effectiveness.


9

To have the data collection, the author used survey questionnaires for teachers and for students;
took classroom observation at two classes. After classroom observation, the writer conducted two
post-observation interviews with two teachers whose lessons had been observed. With each
instrument of the study, the author had analysis and discussion to make the data collected clearer.
The aims of those activities are to find out the answers to three research questions of the study:
(1)To what extent is focus on form instruction used at To Hien Thanh high school ? (2).How
appropriate is focus on form instruction to students at To Hien Thanh high school ? (3).What
should teachers do to bring about better results in CLT English language teaching and learning?, in
addition, to evaluate contextual appropriateness of teaching methods then to give some suggestions,
some solutions of teaching method so that applying CLT in teaching and learning English at To
Hien Thanh high school has good results and effectiveness. The data collected from questionnaires,
classroom observations and post-observation interviews with two teachers were consolidated and
categorized.
From the data collected, the author found the following answers to three research questions. First,
CLT focus on form instruction is used in teaching grammar at To Hien Thanh high school, but it is
not very successful. It is only used in some classes and not to all students because of some
limitations, such as, class size (there are from 45 to 47 students in one class), students’ levels,
teaching equipments, language environment, etc. Second, in grammar lessons, teacher often
combines Focus on Form and Focus on Forms. Students are not active in speaking English
although they seem to prefer learning English in the light of CLT. The reasons are: many of them

are bad at speaking English; their English vocabulary is poor; they are not self-confident; they are
shy and afraid of making mistakes. Third, to get success in applying CLT focus on form
instruction, teacher should create real contexts for students to practise; encourage students to speak
English as much as possible; not interrupt students while they are speaking.
2. Suggestions.
When applying CLT in teaching 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 students’ different levels and learning styles. The second principle
is to put communicative activities in real situations with real needs and purposes for
communication.
3. Limitations of the study
Firstly, the study was conducted in a short period of time and confined in a small context, the data
collection of the study is restricted .Questionnaires for teachers and for students were administered
to a limited samples of students, teachers of To Hien Thanh high school(only one hundred students


10

of grad 11and five teachers of English).They can not be represent the whole big population of high
school students and English high school teachers.
Secondly, because of the time limitation, the author observed only two grammar lessons at two
classes 11. Therefore two observed grammar lessons can not stand for all grammar lessons.
Thirdly, the interviews were only carried out with two teachers of English. These two teachers of
English can not be on behalf of every teachers of English.
4. Recommendation for further study
We should pay more attention to find out factors making teaching grammar in the light of
communication less effective. It is hoped that this study will provide a basis for further attempts to
investigate the appropriateness of focus on form instruction to high school students.

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