CHUYÊN đề hội THẢO các TRƯỜNG CHUYÊN VÙNG DHĐBBB lần THỨ VIII năm 2015 môn TIẾNG ANH TRƯỜNG CHUYÊN hải PHÒNG

A second language research

INTEGRATING GRAMMAR FOR COMMUNICATIVE
LANGUAGE

August 2015


ACKNOWLEDGEMENTS

On completion of this research, we are gratefully indebted to my colleagues Ms.
Tran Thi Ha, Ms. Tran Thi Hong and Ms. Dinh Thi Nga their enthusiasm, valuable
suggestions, advice and correction during the course of our writing.
We also wish to express our sincere thanks to teachers of English and students at
Le Hong Phong Gifted High School for their passionate participation in the process of the
research. Without their contribution, this research would never be completed.
Finally, we would like to thank our family, who always motivated and gave us
valuable support during the time the research was conducted.

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TABLE OF CONTENT
Part A: Introduction ………………………………………………………

p. 4

Part B: Development
I.

Literature review

1. Teaching English grammar ……………………………… ……….
1.1. Definition of grammar
1.2. The role of grammar in foreign language teaching
1.3. An overview on methods in teaching grammar
2. Communicative language teaching (CLT) ……………………..…
2.1. Characteristics of CLT
2.2. Communicative Competence
2.3. Advantages of CLT
2.4.

p.9

Disadvantages of CLT

3. Application of Communicative language in grammar teaching …
3.1. The importance of Grammar in CLT
3.2. Teaching grammar in the light of CLT.
3.3. Ways of teaching grammar
II.
Methodology
1. Subjects of the study ……………………………………………...
2. Instruments

……………………………………………………..…

3. Data analysis procedure
III.

p. 5

…………………………………..……….

p.12

p. 14
p. 14
p. 15

Findings and discussion

1. Facts of grammar teaching

…………………………………… …

p. 16

2. Difficulties in teaching grammar communicatively ………………

p. 18

3. Solutions to teach grammar communicatively …………………….

P. 20

Part C: Conclusion …………………………………………………………..

p. 26

Part A: Introduction

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English is regarded as the most popular and important language which is used
and learned by people from various countries in the world. Vietnam is not an
exception in this increasing tendency. It can be clearly seen that English is selected to
be an essential subject for Vietnamese students at educating institutions and a
compulsory part in the General Certificate of Secondary Education.
Considerable efforts have been invested into this subject; however, there has
expressed an enormous concern about the effectiveness of teaching and learning
English as a second language. As a matter of fact, the traditional methods of teaching
language are still applied, which fails to attract students’ involvement in the lessons,
especially in grammar ones. This has resulted in several profound corollaries. For
instance, almost students learn grammar merely because they are required. Moreover,
a proportion of students can gain high marks in grammar exercises but commit
numerous grammatical errors in the process of communication.
The solutions to motivate students in the grammar lessons have become a
challenging question for language educators in general and English teachers in
particular. Recent practical experience reveals that students are more stimulated in the
grammar lessons when their teachers use games, songs, pictures, and other
communicative activities to present new issues. For the above reasons, this article
entitled “Integrating grammar for Communicative Language Teaching” was
conducted. The study is an attempt to investigate the matter applying Communicative
Language Teaching (CLT) is into teaching grammar. It is believed that the insights
into this area will contribute to the efficiency of teaching and learning English at
schools, universities and foreign language centers as well.
To achieve the aims of the thesis, the following questions were proposed:
1. What are the facts of teaching grammar at high schools?
2. What are the difficulties when applying CLT into teaching grammar?
3. What are the solutions to apply CLT into teaching grammar effectively?

Part B: Development
I. Literature review
1. Teaching English grammar
1.1. Definition of grammar

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According to Douglas H. Brown (1997, p.347), grammar is defined as “a system of
rules governing the conventional arrangement and relationship of words in a sentence”.
Nevertheless, Marianne Celce-Murcia and Diane Larsen-Freeman (1999) redefine that
“Grammar is not merely a collection of forms but rather involves the three dimensions of
what linguists refer to as syntax, semantics, and pragmatics” (p.4). In other words, if
students know a grammatical form, they should understand the structure, rule, and usage
of the form in communication. For effective grammar teaching, we should address these
three dimensions:
• Form: our interest is how a particular structure is formed
• Meaning: what meaning is expressed through a structure
• Use: the reason why a particular structure, but not any others, is selected by the
speaker

The Three Dimensions of Teaching Grammar (Celce-Murcia and Freeman)
1.2.

The role of grammar in foreign language teaching
No other issue has so preoccupied theorists and practitioners as the grammar
debate, and the history of language teaching is essentially the history of the claims
and counterclaims for and against the teaching of grammar. Differences in

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attitude to the role of grammar underpin differences between methods, between
teachers, and between learners. (Thornbury, 1999, p. 14)
Grammar teaching in the foreign language classroom has constituted a major and
debated issue for a long period. The history of language teaching has witnessed a number
of linguistic theories and methodologies in which the role of grammar has been
addressed. As a result, there existed controversial viewpoints about the place of grammar
in the teaching of foreign languages.
The first primary current stresses the dominant role of grammar in language
teaching. Regarding the linguistic competence and language form accuracy as the most
important for language teaching and learning, the followers of the structural approach
attempt to teach their learners as much grammar of the target language as possible. The
new grammatical item with the rule and the explanation of form and meaning is
explained by teachers. It is highlighted that mastering a language cannot be separated
from knowing these rules.
There is also an opposite perspective according to which teaching grammar is
undervalued. Commentators under the influence of Natural Approaches ascribe no
grammar role in language learning. They assume that grammar should not be taught
because learners will be unable to integrate it within communication processes. The
teaching of grammar might even be harmful for communicative competence since
learners pay excessive attention to obey grammatical rules in their conversations.
The followers of the Communicative Language Teaching (CLT) moderate the
teaching of grammar. They think that learners need to learn how to make meanings with
real contexts and how to create longer units of language than single sentences for
successful communication. Consequently, grammar can be taught without interrupting
the communicative mood; in fact, grammar can even help to enhance that communicative
mood. Undoubtedly, this is the useful way that grammar teaching is performed.
1.3.

An overview on methods in teaching grammar

• The Grammar – Translation method (GTM)

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The Grammar-Translation method dominated from the late 19 th century to the
early 20th century and although it has been generally acknowledged as the least effective
teaching methodology, the method is still widely used in many countries including
Vietnam.
The users of foreign language wanted simply to note things of their interest in the
literature of foreign languages. Therefore, this method focuses on reading and writing
and has developed techniques which facilitate more or less the learning of reading and
writing only. As a result, there is not usually any listening or speaking practice, and very
little attention is placed on pronunciation or any communicative aspects of the language.
Grammar-translation classes are usually conducted in the students’ native language.
Grammar rules are presented and explained by the teachers; students learn grammar and
practice the rules by doing grammar drills and translating sentences to and from the
target language.
Obviously, the best point of this method is that it helps learners become good
translators and use English accurately. In addition, it requires few recourses and it is also
easy to apply and cheap to administer. That is why the method is still used in many
classrooms where there is a great shortage of teaching and learning facilities and
equipment aids, where the class is large of about 30 students, and where the teachers’
inadequate speaking skill are accustomed to teaching procedures and where the exams
still emphasize knowledge of grammar.
Nevertheless, the biggest disadvantage of this method is the learners find it
difficult to communicate in real-life situations, or their utterances are correct but

inappropriate. This is the result of the process of learning form and usage, but not use,
and learning about the language, not using the language to learn through authentic tasks.
Furthermore, this method makes the learners really passive in the process of getting
knowledge. They just listen to the teacher’s explanation and do not participate in the
exploration of new knowledge.
• The Direct method (DM)

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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 pure form of the DM has some weakness because it is insufficient for
systematic practice and requesting-practice of structures in a coherent sequence. As a
result, students often have vague idea of their aim, and they make haphazard progress.
• The Audio-Lingual method (AM)
The initial and most successful feature 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 learnt in the very early
period 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 capacities. Another
advantage of this method is the provision 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) comments “the objective is generally the mastery of sentence

patterns rather than creative or communicative use of language” (p.8).
• Presentation-Practice-Production (PPP) Model
According to Rintaro Sato (2012, p. 189), the PPP model refers to presenting a
form, practicing the form, and producing the form in communication.
In the presenting stage, a teacher introduces a new grammatical rule through a
text, a dialogue, or a story which consist of the structure. The teacher explains the new
grammatical rules in a sentence level grammar explanation of so that the students become
familiar with the new grammatical points.

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Subsequently, the students are required to practice multiple “written and spoken
exercises to repeat, manipulate, or reproduce the new forms” in the second stage. The
activities in this stage are mainly “controlled practices that focus learners’ attention on
specific structures” (Nassaji, p. 4)
Finally, in the producing stage, the opportunity for communication is provided for
the students. The purpose of the last stage is to entirely master the new form by enabling
learners to acquire the rules and use them automatically through communication
activities.
However the PPP model is criticized since it takes time for learners to absorb the
rules and use a form automatically in conversation. Izumi (2012) states that if a teacher
intends to make students use a certain form in communication, it does not lead to natural
communication (p. 71-73). Moreover, due to the time limitation of a class, producing the
form stage appears be ignored or shortened. In other words, the PPP model is a limited
way of teaching grammar and communication owing to time insufficiency. Thus, PPP
Model does not produce positive results for students’ language competency.
2. Communicative language teaching (CLT)
The 1960s witnessed a growing dissatisfaction among applied linguists and
foreign language teachers with the language theories and teaching methods. In this

period, Communicative Approach brought the new highly appreciated trend in language
teaching and learning. Initially, the Communicative approach excluded explicit grammar
instruction in order to mirror the way how people learn their first language. To solve the
unbalance between fluency and accuracy in the language classroom, the language
teachers did not return to traditional methods in which grammar was taught in isolation
but they developed techniques that help learners to register grammar consciously.
Brindley (1986, p.1) indicated that: “the 1970s and 1980s could be regarded as the era of
communicative teaching.” CLT is probably regarded as the most widely used approach
the approach most presently.
2.1.

Characteristics of CLT

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Li (1998, p. 679) reviews characteristics of Communicative Language Teaching based on
the work of previous researchers as follows:
• A focus on communicative functions.
• A focus on meaningful task rather than on language form.
• Efforts to make tasks and language relevant to a target group of learners through
an analysis of genuine, realistic situations.
• The use of authentic, from life materials.
• The use of group activities.
• The attempt to create a secure, non-threatening atmosphere.
2.2. Communicative Competence
Communicative competence is now recognized as the primary goal of language
teaching. Communicative competence means that a speaker needs to know how to
communicate effectively in cultural or social settings. Canale and Swain (1980) classified
the language competence into four categories as following:

• 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.
2.3. Advantages of CLT
According to Harmer (1991) CLT has a positive influence on second language
acquisition (SLA). Learners are exposed to considerable materials which are based on
real life contexts that reflect how language is frequently used by native speakers.
Additionally, students will have sufficient opportunities to communicate regardless of
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their current linguistic competence; therefore, students can improve their fluency by
focusing on the meaning they want to convey rather than the linguistic form (p. 84-85).
Particularly, learners will “participate more in learning processes” as active
communicators and problem solvers, and improve their communicative competence by
attempting tasks which reflect the intrinsic goals of learning the second language.
Students can learn how to “use language forms appropriately in a variety of contexts and
for a variety of purposes” when they are exposed to plentiful and meaningful input based
on real life contexts (Harmer, p. 84).
1.4. Disadvantages of CLT

Nevertheless, CLT still has some drawbacks when it is employed in certain
settings. This section will only focus on the situation in which a student has low accuracy
in communication.
In CLT, meaning and fluency are focused rather than form and accuracy. For this
reason, learners may have problems with linguistic accuracy and complexity. Especially,
students occasionally cannot understand the content of an English class or fully express
their intention due to the lack of grammatical explanation in CLT. Moreover, the
students’ grammatical errors cannot be corrected naturally due to their insufficient input
both in quantity and quality. Izumi Shinichi (2012) asserts that the biggest disadvantage
is that students are likely to ignore function words such as articles, prepositions, or
auxiliary verbs which may not be critical to convey a basic meaning, but are important to
make their meaning clear and persuasive (p.196-199).
Although the students’ fluency in communication was significantly high, the
communicative language classes are assumed to achieve minor effect in improving their
accuracy in communication. For these reasons, the stipulation to teach grammar has been
proposed as a solution to learners who has low accuracy in communication
3. Application of Communicative language in grammar teaching
3.1.

The importance of Grammar in CLT

Many linguists and researchers have supported grammar instruction in language
teaching and learning. One person cannot master a language without the understanding of
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its grammar. Thanks to grammar language partly can function as a means of
communication, especially in written language. In speaking, although grammatical errors
are occasionally acceptable, good grammar causes better and more attractive speech,
especially in formal situations.

3.2.

Teaching grammar in the light of CLT.

At present, teachers of English as a Second Language (ESL) are still challenged
with the crucial issue of choosing the most efficient approach to improve their students'
grammatical accuracy. It cannot be denied that there has been a lot of progress in English
language teaching since the introduction of Communicative Language Teaching (CLT).
Obviously, applying CLT to grammar teaching is necessary in order to deal with the
disadvantages of Grammar Translation method when being used to teach grammar such
as the learners’ inappropriate utterances and passive learning style. While grammar
played a dominant role in traditional classroom, it was just of marginal importance in
earlier communicative classrooms, which focuses merely on meaning rather than form.
Unlike in traditional approaches, where grammatical mastery was ultimate learning
objective, grammar now is important but just as a means to the end and hence, is always
put into context and learned for the sakes of social functions. Communicative language
classrooms, which focus on both form and meaning, truly reflect the view of learning
grammar as both processes and products.

3.3.

Ways of teaching grammar

In general, the teaching of grammar can be done in two main ways: deductive and
inductive.
Deductive
Generalization (or Rule)

Specific examples or activities
Inductive

Specific examples or activities

Generalization (or Rule)

• Deductive method:
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Traditional deductive approaches are teacher-centred system in which individual
grammatical structures are presented independently of context. Characteristically,
scripted materials are used, and rules are often explained in mother tongue. Grammar is
practiced through pattern drill, rote dialogues, rule-reciting or translation.
The deductive approach addresses cognitive skills, which develop towards abstract
thinking around the age of eleven. Thus, its benefits are restricted to older or more
advanced learners who are familiar with language structure. It is also suitable for learners
with prior experience of prescriptive grammar.
A considerable disadvantage of deductive approach is their disregard of learners'
activeness. What students need to do is following teachers’ instruction and handling
exercises. Therefore, students may have neither chance to contribute to the lesson nor
opportunity to express their viewpoints.
• Inductive method
In contrast with the deductive method, inductive instruction makes use of student’s
cognition. Instead of explaining a given concept and following this explanation with
examples, the teacher presents students with many instances in which the concept is used.
The purpose is for students to infer, through the examples, how the concept works. As a
conclusion to the activity, the teacher can ask the students to explain the grammar rule as
a final check that they understand the concept.

II. Methodology

1. Subjects of the study
The research was conducted with the participation of 100 students and 10 teachers
at Le Hong Phong Gifted High School.
The students who were selected randomly from 5 classes at are non-English
majors. Their age varies from 16 to 18. These students of non-English majors have learnt
English from 6 to 8 years. The ration of male to female students is 42/100 (42%
compared to 58%).
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There were10 teachers involved in the survey. They aged from 24 to 40, and their
experience in teaching English varies from 2 to 16 years. Of these teachers, 5 are master
holders, the rest graduated from other university. All of these teachers have ever applied
communicative grammar teaching into their class.
2. Instruments
This study employed the quantitative method which involves a variety of research
instruments and sources of data: Questionnaires, interview and articles.
2.1. Questionnaires
Two types of questionnaires were designed to aim at both students and teachers.
Some open-ended questions were also provided so that the respondents could have
opportunities to express their opinions about the items raised in the questionnaires. The
questionnaires are enclosed in the appendices.
The former questionnaire has 3 main parts. The first part is about learners’ personal
information. The second part is to obtain information about the facts of teaching and
learning grammar in classroom. The last part wishes to find out students’ difficulties in
learning English communicatively and their desire in the subject.
The latter questionnaire which was delivered to teachers includes 4 sectors. One of
the purposes of this questionnaire is to determine the facts on grammar teaching. Besides,
there are questions about obstacles that teachers have to face and their suggested
solutions to the problems.

2.2.

Interview

Teachers would be respondents to the researcher’s interview to discuss for further
information to have depth understanding and find out solutions to increase the
effectiveness of teaching grammar through CLT. The questions for the interviews are
included in the Appendices.
2.3.

Article analysis

The research also employed some valuable data from articles on English teaching
methodology by various scholars. The content which was used in this paper was all cited
with clear resource.
3. Data analysis procedure

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The survey questionnaires were delivered to both teachers and students. When
delivering the questionnaires, the teacher was with the students to give any explanations
if necessary. The students were given 30 minutes which is sufficient to finish their
answers carefully. These questionnaires were subsequently collected by the teacher. The
information collected from two types of questionnaires were categorized, analyzed and
presented in forms of tables and figures. Results of the survey can be either directly or
indirectly presented in the Findings and Discussion part.
Moreover, the information gained through interviews was added to support the
interpretation, making the collected information more reliable and valid.
III. FINDINGS AND DISCUSSION

1. Facts of grammar teaching
1.1. Purpose of learning grammar

According to the results of the questionnaire, students frequently learn grammar
because of the following reasons. Initially, only a minority of learners with 10 percent
realize the roles of grammar in communication. This proportion wants to be proficient in
grammar in order that they can interact accurately with other people in English.
Secondly, an approximate number of students find grammar interesting (with 12 percent).
These students may possibly indulge in acquiring grammatical rules which can bring
them pure enjoyment. Thirdly, there are 26 percent of students who simply study
grammar since it is the content of the subject. Ultimately, the majority of students (with
52 percent) admit that there are numerous English tests and examinations in which
15


grammar plays a principal role. Mastering grammar, therefore, will increase the
opportunity to obtain high marks.
These above figures clearly indicate learners’ erroneous cognition in determining
the purpose of grammar studying. It is emphasized that the primary aim of learning
English is to communicate effectively. Grammar which is a part of the language should
be acquired to be used in real communication not for examinations. Hence, modifications
in teaching techniques and teaching materials are in urgent demand.
1.2.

Teaching techniques
The analysis of both questionnaire for students and interview with teachers of

English has demonstrated such characteristics of grammar teaching at high schools.
Generally, grammar is deductively taught in the lessons. To be more precise,
direct instruction from teacher is still extremely common. It is teachers that, in most case,

formulate the grammar rules. Students attempt to remember the rules which will be
subsequently applied to exercises. However, grammar rules will obviously be clearer and
easier to be remembered when being inductively formulated by students themselves.
Despite its undeniable advantages, inductive grammar teaching is not regularly
conducted.
In addition, grammar practice is not recurrently integrated into the four skills but
introduced in isolation. Each unit in the English textbook is divided into five main parts
including Reading, Speaking, Listening, Writing and Language focus. Grammar which is
chiefly inserted into the ultimate part is taught and learnt separately.
Last but not least, contextual instructional techniques are of little care by teachers.
Due to several certain reasons, teachers have a tendency to focus students on determining
signals and inferring the correct answer. As a consequence, exercises in the books can
probably be answered. Nevertheless, grammatical issues are not placed in real life
context. Students, consequently, have an enormous difficulty turning correct answers on
the paper into fluent conversation in the second language.
1.3.

Teaching materials

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It can apparently be seen that there exist the lack of authentic materials in teaching
grammar. While people are attracted by new items as a natural instinct, grammar is stable
for a long period. Grammar books published many years ago are still used as reference in
teaching. Although there is not any error in these materials, a student may find them
unappealing. For instance, when learning about Verb Tense students are required to
practice with the fairy tale about Red Riding Hood – a story that they all know. This story
will undoubtedly less attractive than a biography of a living celebrity that students all
admire.

2. Difficulties in teaching grammar communicatively
Data analysis of questionnaire for both teachers and students at the school show
difficulties faced by the students in learning grammar and difficulties faced by the
teachers in teaching grammar communicatively. The results are presented as follow.
2.1.

Difficulties faced by the students in learning grammar
Generally, students may complain about having to remember a large number of

grammar rules. Although they spend a great deal of time learning by heart the rules
instructed by teachers, they will later forget most of these grammar points. Furthermore,
they confront with problems such as lack of opportunity to apply the grammar point they
have learnt into communication. They are usually afraid of making grammar mistakes
when speaking English. Learners pay so much attention to grammar that they are not
confident enough to communicate in the second language.
2.2.

Difficulties faced by the teachers in teaching grammar communicatively

• Large class size
Large class size is also a big problem that all the teachers have to deal with.
Normally, classes contain from 35 to 45 students, which is unprofitable interpersonal
interaction. With big classes, the teachers find it very difficult to manage when using
CLT because they were afraid of the noise from students during class activities. In
addition, it is not possible for the teacher to give each of them individual attention and to
17


be sure that they are on task. As a consequence, designing and controlling the
communicative activities become a hard task for teachers.

• Multi- level classes
Multi- level classes are considered a constraint in implementing CLT. In general,
there is a wide range of students in each class so it is difficult to have cooperation among
them. An activity which is apposite to a group of students may be complicated to weak
students or effortless to excellent ones. In pair- work, a good English proficiency student
may suffer from boredom when working with a weak student. In group-work, a student
can dominate his group when other members pay little attention or stay quiet.
Consequently, designing activities for such class appears to be an intricate task.
• Influence of traditional method:
Teaching grammar traditionally through remembering rules and completing isolating
examples has existed for a long time. Although this method doesn’t focus on students’
ability to communicate orally in foreign language, it is used regularly in teaching
because students’ language ability is not assessed verbally but literally on the paper.
• Lack of materials and retraining in CLT
To renovate their teaching procedure, teachers are in need of essential conditions
such as reference materials and training courses. However, modern and informative
instructions about methodology are not always easy to approach. Likewise, only a minor
part of language teachers has the opportunity to attend effective workshops and seminars
regularly.
• Deficiency in strategic and sociolinguistic competence in English
This is a limit for teachers to use CLT. A communicative class demands teachers’
strategic and sociolinguistic competence more than in a traditional grammar-focused one.
Therefore, the teachers may not feel competent and self-confident enough to organize
and control a communicative class in which questions are given more than in traditional
one. Moreover, except questions that are relating to grammar, the teachers can
occasionally get confused when answering questions relating to the sociolinguistic
18


competence. Commonly, it is believed that a teacher is supposed to know the entire

knowledge and to be always correct. If a teacher cannot answer all the students’
questions, she/ he will be thought not to be a qualified one. For this reason, choosing to
stick to the traditional teaching methods such as grammar- centered, text- centered etc. is
a good way for the teachers to keep their face.
• Students ’ lack of positive attitudes to learning grammar
All the teachers believed that the students’ lack of right attitudes towards learning
grammar has influence on teaching. It can be shown clearly in the results of questionnaire
for students that most of the students regard grammar as a compulsory content in the
examination. Thus, a proportion of students learn grammar because they are required to
not because they are inspired.
• Students use Vietnamese in group-work
Students’ preference of speaking Vietnamese during group- work causes
difficulties for the teaching process. When students are asked to have a discussion, they
often discuss in Vietnamese instead of English. Besides, when learners join
communicative activities, they only use English when being reminded by the teacher.
Low English proficiency also makes students feel awkward to express themselves in
English than in their mother tongue. To some extent, work- group appears to become an
opportunity for them to chat with each other in Vietnamese.
• Students’ low English proficiency
Students’ low English proficiency is also another constraint for the teachers. On
the whole scale, learners are better at grammar and vocabulary than listening and
speaking. This causes great difficulties for them to express their viewpoints as well as
listen to their teachers’ explanation in English.
3. Solutions to teach grammar communicatively
3.1.

Principle to integrate grammar into CLT

3.1.1. Integrate both inductive and deductive methods into your teaching.
Inductive teaching requires greater mental effort and results in effective learning

in the long run. However, it takes more time for learners to come to an understanding
19


than deductive teaching. The choice between two then depends on the grammar point
being taught and learners’ learning styles.
3.1.2. Motivate students by authentic materials
Authentic material: Authentic texts are texts that are not produced artificially for
the purpose of language teaching, but are used for genuine purposes in the real world,
like newspaper articles and recipes. In other words, these texts are communicatively
complete themselves. Their focus is on conveying real meaning rather than on form.
Teachers are advised to select the material whose topic receives great care from the
students. For instance, a report about a recent fascinating football match can be adapted
to teach Past tenses. Teacher can also take some impressive sentences by the main
character of a famous film as example about Direct and Indirect speech.
3.1.3. Present grammar rules in various ways
• Presenting visually
For some grammar points, using visual means is a good option as it is simulating,
direct and clear. For example, when introducing the structure too + adjective + to do
something, the teacher could try to touch the ceiling and ask students Can I touch it? The
students would say No, you can’t. Then the teacher could smoothly slip the structure in
You’re right. No I can’t. Because it’s too high for me to touch.
• Present through situation
Introducing grammar in a realistic context is considered an efficient technique.
This can help students “feel” the grammar point clearer and more quickly. When a
structure is presented in a situation, students can grasp its meaning and use more easily.
What’s more, it is useful for their production later since they can see how grammar works
in real situation.
• Present rules and giving examples
But it’s not always possible to present grammar visually or contextually,

especially in the case of more complex structures or grammar points. In this
circumstance, teacher can save time by giving a detailed account on a grammar point plus

20


examples to show how it is used. However, this is not an optimal option to be frequently
employed.
3.1.4. Design tasks that establish relationship between grammar and
communication
The teaching of grammar is not an end in itself; grammar is a tool for
communicating more effectively. Thus, grammar should be presented in a context that
makes clear the relationship between grammatical form and communicative function. For
example, when teaching passive voice, we should mention not only the form but also the
reason why it is used (emphasis on action rather than the agent …)
3.1.5. Encourage actions in classroom
One of the most effective ways to attract students’ involvement in the lesson is ask
them to learn through actions. Numerous grammar points can be taught through
classroom activities. This illustration will display how the simple past of regular or
irregular verbs is practiced. Students are asked to stand in the shape of a circle. Teacher
stands at the centre of the circle, holding a small ball. The teacher says aloud a verb then
tosses the ball to a student who will have to say its past form. Whenever a student makes
a mistake, he or she has to leave the circle. The last student left standing will be the
winner and get a reward. This activity can also be adapted to any grammar point.
3.1.6. Divide the class into small groups
The advantage of group work in language classroom is of great significance, and
teaching grammar is not an exception. Students can practice grammar points in group of
3 or 4 members. As a result, every individual have more chances to speak and express
their ideas. Students can learn from their friends and remember the grammar issues
longer as well. Through interaction in team, learners’ social skills are considerably

developed. Above all, group working provides an environment in which real
conversations are carried out.
3.1.7. Correct student’s mistakes positively and effectively

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Mistake correction is necessary to assure grammatical accuracy in students’
communicative output. These following steps should be followed in order that learners’
errors are amended positively and effectively.
• Collect mistakes made by the student and involve the whole class in the correction
process.
•

Spend more time on common mistakes committed by the whole group.

• Help students realize their inaccuracy by indicating the place and the type of the
mistake then get them correct their own mistake.
• Do not interrupt the students’ utterances because they will find it disconcerting or
frustrating.
3.2.

Techniques in teaching grammar through CLT

3. 2. 1. Using games
Games are regarded as preferable teaching activities that encourage students to
use the target language communicatively. Games have the advantage of allowing the
students to practice and internalize vocabulary, grammar and structures extensively.
They can do this because students are often more motivated to play games than they are
to do desk work. Moreover, during the game, the students are focused on the activity

and end up absorbing the language subconsciously. Additionally, the use of games
increases the cooperation and competition in the classroom.
When searching for games to use in classroom, teacher should not select the
ones which do not have a definite linguistic outcome. These games may entertain the
students, however little knowledge is gained by learners.

3.2.2 Problem solving activities.
Problem-solving techniques in relation to grammar teaching are inductive
techniques that require learners to find form-function matches by themselves. By using
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this technique, students can not only master the grammar points as they will themselves
study the given matter but also enhance their cooperation and group work skills.
Obviously, students will be more active in their learning rather than passively receive
the information from their teacher.
3.2.3. Using songs.
Songs and music always create relaxing and non-threatening atmosphere for
students, who are usually tense when speaking English in a formal classroom setting. In
any case, students find the lesson challenging and interesting as evident from songs.
Moreover, songs are considered a type of authentic materials, which means students
can get access to authenticity and to some extent, widen their knowledge of English
culture and customs.
3.2.4. Role play
Role play is used to refer to all sorts of activities where students imagine
themselves in a situation outside the classroom, sometimes playing the role of someone
rather than themselves, and using language appropriate to this new context.
This activity is often used at the production stage and designed to help students
develop their adaptation and confidence. Through this process, students certainly use
the target grammar points, which enables teacher to assess students’ understanding and

application ability.
3.2.5. Interview
Interview is also a learning activity that can be used to teach grammar. Students
interview each other and they can say true sentences about themselves. In that way,
students learn and practice the structures and they also get to know about their partners.
Interview is usually suitable for the production stage. Like role play, this activity can be
easily carried out and make students interested in the lesson.
3.2.6. Telling stories
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Both teacher and students can tell stories. Students are known as marvelous
storytellers as well as listeners. Telling stories is suitably applied for the production
stage when students are free to say what they want and what they think. In that way,
they can develop their imagination and self - confidence at the same time.
3.3.

Steps of an integrated grammar lesson
Grammar teaching, like teaching the four skills, should involve pre-stage, while-

stage and post-stage in an attempt to provide integrated learning environments.
• In the pre-grammar stage, the teacher should bring grammar instruction to life,
stimulate interest in the topic, and raise awareness by providing a reason for
learning.
• The while-grammar stage should facilitate noticing of the new grammar point, and
provide meaningful input through contextual examples, pictures, and texts.
• The post-grammar stage should provide an opportunity to put grammar to use, and
relate grammar instruction to real life situations.
The main distinction between the while- and post-stages is that the while-stage
involves the clarification of the meaning, whereas the post-stage focuses on the

productive aspects of the new structure.
Sample lesson: Teaching the structure “used to”
1. Pre-grammar
-

The teacher introduce the topic "changes in people over the years"

-

The teacher shows two pairs of pictures.
The first pair includes the pictures of a man. One picture was taken 10 years ago,
the man was playing football. The other shows his present activity, in which he is
playing computer game.
The second pair consists of pictures of a woman. The picture that was taken 10
years ago shows her playing the piano. The new picture shows her playing the
violin.
-

The teacher then asks them to compare the two pictures in each pair
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2. While-grammar
-

The teacher tells students that they are going to learn a new structure without
mentioning the name of the structure

-

The teacher makes a transition from the context to the grammatical point by
showing the pair of pictures and telling the picture differences between them,
using "used to" and "simple present tense" For example: “He used to play football
but now he plays computer game” or “ She used to play the piano, but now she
plays the violin”

-

The teacher asks some check questions to ensure that the meaning is clear. For
instance:
Did he often play volleyball in the past?/ Does he play computer now?
Did she often play the piano in the past?/Does she play it now?
Did she have long hair in the past?/ Does she have long hair now?

-

The teacher asks the students to work in group and formulate the rule that governs
the above example.

-

Provide students with help if necessary. Call on some students to give their
answers, summarize students’ answers on the board
(+) S + used to + V(bare infinitive)
(-) S + didn’t use to + V (bare infinitive)
(?) Did + S + use to + V (bare infinitive)

-

Call on some students to check if they have understood the meaning of the

structure, make any clarification if necessary

3. Post-grammar: Interview
-

Ask students to write down 5 activities that they used to do when they were less
than 10 years old on a piece of paper.

-

Ask students to go around the class to interview if their friends used to do the
same activities.

-

When 5 first students finish their interview the whole class can stop.

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