Teachers’ difficulties in teaching grammar communicatively to social work students at Vietnam Youth Institute

Teachers’ difficulties in teaching grammar
communicatively to social work students at
Vietnam Youth Institute

Võ Thị Mỹ Hạnh


University of Languages and International Studies
M.A Thesis: English teaching methodolody, Code: 60 14 10
Supervisor : Dr. Dương Thị Nụ
Year of graduation: 2011

Abstract: This thesis deals with the teachers’ difficulties in applying CLT
in teaching grammar to the social work students at Vietnam Youth Institute.
It also points out the reasons leading to those difficulties and the solutions
to overcome them as well. A mixed methods research design was used for
this research. Participants for this study were 120 social work students and
four teachers of English at Vietnam Youth Institute. The main modes of
data collection consisted of questionnaire for both teachers and students and
interviews. The results show that the teachers confront various difficulties
in implementing CLT in their classrooms. These difficulties stem from four
directions, namely, the teacher, the students, the education system and CLT
itself. The teachers at VYI are not quite optimistic about the complete
adoption of CLT, and thus feel that only by overcoming the difficulties
form those sources, and by establishing more favorable conditions for the
implementation of CLT can teacher truly benefit from CLT in their English
classrooms.

Keywords: Ngữ pháp; Phương pháp giảng dạy; Tiếng Anh

Content

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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