Rationale
Grammar has consistently been a focal point in discussions about second and foreign language teaching, particularly in English Research highlights the significance of grammar instruction, with many experts acknowledging its critical role in language acquisition As Brown (1994) emphasized, teaching grammar, alongside vocabulary, remains a fundamental component of effective foreign language education.
The emergence of communicative methodology in the late 1970s diminished the emphasis on grammar instruction, with some arguing that teaching grammar could be harmful However, recent studies highlight the necessity of formal grammar instruction for learners to achieve high accuracy levels, a key aspect of language proficiency This shift has sparked renewed interest in grammar teaching, making it a central topic in contemporary research on second and foreign language learning.
There is a consensus on the importance of teaching grammar, but the methods of instruction remain a topic of debate, primarily divided into two approaches: deductive and inductive Scholars continue to disagree on which method is more effective In Vietnam, English language education is often described as grammar-centered; however, research on teachers' perceptions and practices concerning grammar instruction, particularly at the university level where English is mandatory, is limited.
This study investigates university teachers' perceptions and practices related to the inductive approach to grammar teaching The inductive method is chosen for its alignment with the communicative task-based approach, which is widely promoted in Vietnam This focus reflects the goals of English teaching and learning at Hanoi University of Industry (HAUI).
Aims and objectives of the study
This study aims to explore teachers' perceptions of grammar instruction and their teaching methodologies It also examines the similarities and differences between their perceptions and actual practices in teaching English grammar at HAUI.
This study aimed to explore teachers' perceptions of grammar teaching, focusing specifically on the inductive approach Additionally, it sought to investigate whether their actual teaching practices leaned more towards the inductive or deductive methods, highlighting the alignment or discrepancies between their beliefs and real-world applications.
Research questions
This study is carried out to answer the following questions:
1 What perceptions do EFL teachers at HAUI held about the role of grammar in teaching and learning English?
2 What are their understandings of the inductive approach to teaching grammar?
3 How did they actually teach grammar in their classrooms: deductively or inductively?
4 To what extent are their perceptions and actual practices convergent?
Scope of the study
This study explores the perceptions of EFL teachers at the Faculty of English, Hanoi University of Industry, concerning their classroom practices in teaching grammar, specifically through inductive methods It does not aim to evaluate the effectiveness of these teaching approaches or determine if one method is superior to another Consequently, the research is primarily survey-based in nature.
This qualitative study aimed to explore teachers' perceptions regarding the role of grammar in English teaching and learning It specifically focused on their views on inductive grammar instruction and the alignment between these perceptions and their actual teaching practices To achieve this, the research utilized two primary methods: interviews and classroom observations.
The study highlights teachers’ perceptions of teaching English grammar at
The study conducted at Ha Noi University of Industry highlights the crucial role of grammar approaches in language teaching, aiming to enhance the effectiveness of English instruction The findings are intended to assist English teachers at HAUI in recognizing the importance of innovative grammar teaching methods By integrating these insights into their current practices, educators can create more engaging grammar lessons that motivate students to learn English effectively.
This thesis is composed of three main parts:
Part A- Introduction presents the rationale, aims and objectives, research questions, research methods, scopes, significance and design of the study
Part B- Development, which is the main part of the study, consists of three chapters:
Chapter 1 : Literature review, aims at presenting the theoretical background for the thesis
Chapter 2 outlines the research methodology, detailing the background of the study subjects, the data collection instruments employed, and the procedures followed for gathering data.
Chapter 3: Findings and discussions, presenting findings and discussions on the study and some suggestions techniques for grammar teaching at HAUI
Part C- Conclusion offers a summary of the study, limitations and suggestions for further study
PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW
This chapter reviews the literature on various perspectives on grammar instruction
Perception, as defined by Lindsay & Norman (1977), is the process through which organisms interpret and organize sensory information to create meaningful experiences of their environment While sensation refers to the raw data received from sensory receptors, perception involves the deeper processing of this input, making it integral to our understanding of the world In the context of education, teachers' perception plays a crucial role in interpreting classroom stimuli and student behaviors, ultimately shaping their teaching practices Thus, the way teachers perceive their classroom environment significantly influences their instructional strategies and interactions with students.
Grammar has been defined in various ways by language teachers and grammarians, as noted by Ellis (2006) and Purpura (2004), reflecting different teaching approaches For many language learners, mastering grammar involves understanding its rules and acquiring intellectual knowledge Educators often believe that this foundational understanding will enable learners to build their language skills and ultimately use the language effectively.
According to Celce-Murcia and Hilles (1988), grammar is described as a form of rule-governed behavior within language, encompassing the rules that dictate the morphology and syntax of a language This definition implies that grammar establishes the guidelines for combining words to form coherent sentences.
According to Fromkin et al (1990), grammar encompasses the sound patterns, fundamental units of meaning like words, and the rules for combining them into new sentences This definition highlights that grammar is not only about the structure of language but also the subconscious knowledge native speakers possess regarding word arrangement.
Grammar serves as a crucial tool for clarifying a speaker's or writer's intent, especially when textual information is insufficient (Thornbury, 1999) It encompasses the interplay between grammar, words, and context, providing language learners with essential communication skills Consequently, mastering fundamental and fixed grammatical structures is vital for students to effectively convey specific meanings.
In this study, I adopt the following definition by Penny Ur (1988: 4),
Grammar is the systematic manipulation of language, involving the combination of words to create meaningful expressions This understanding of grammar is particularly relevant to pedagogical approaches in teaching and learning within the classroom context, aligning with the focus of the current study.
In general, there are two major approaches to grammar teaching: inductively and deductively These two approaches are described briefly in the following sections
The deductive approach in language teaching involves a teacher explicitly explaining grammatical rules, followed by students practicing these rules through sentence construction This method progresses from general principles to specific applications, as noted by Widodo (2006) It remains a prevalent technique globally, often featured in various course books and self-study materials (Fortune, 1992) One advantage of the deductive approach is that it empowers learners during practice, reducing their anxiety about making errors in the target language (Eisenstein, 1987) Thornburry (1999:32) outlines essential guidelines for effectively teaching grammar using this method.
1 The rules should be true;
2 The rules should show clearly what limits are on the use of a given form;
3 The rules need to be clear;
4 The rules ought to be simple;
5 The rules needs to make use of concepts already familiar to the learners;
6 The rules ought to be relevant
Thornburry (1999:32) highlights the importance of illustrating rules with examples when using the deductive approach, ensuring that the presentation is concise, promotes student understanding, and allows learners to personalize the rules Additionally, Widodo (2006:127) outlines the advantages and disadvantages of this approach in a comprehensive table.
Advantages and disadvantages of the deductive approach to teaching grammar
Advantages 1 The deductive approach goes straightforwardly to the point and can, therefore, be time-saving
2 A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
3 A number of direct practice/ application examples are immediately given
4 The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition
5 It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style
Disadvantages 1 Beginning the lesson with a grammar presentation may be off- putting for some learners, especially younger ones
2 Younger learners may not be able to understand the concepts or encounter grammar terminology given
3 Grammar explanation encourages a teacher-fronted, transmission- style classroom, so it will hinder learner involvement and interaction immediately
4 The explanation is seldom as memorable as other forms of presentation (for example, demonstration)
5 The deductive approach encourages the belief that learning a language is simply a case of knowing the rule
The inductive approach to language teaching emphasizes learner discovery rather than direct instruction of grammatical rules According to the Longman Dictionary of Language Teaching & Applied Linguistics (1997), this method allows students to infer rules through their experiences with the language Brown (2000) notes that teachers facilitate this process by providing exercises and examples, prompting students to derive meanings and rules independently Winter (1989) likens this approach to the Audio-Lingual Method, where students memorize numerous examples until the structures become automatic, often without conscious awareness of the rules being learned until later explained by the teacher Paradowski (2007) highlights that this method shifts the focus to learners, making them more engaged and active participants in their learning process Consequently, teachers transition from traditional, teacher-centered roles to facilitators who create meaningful contexts that encourage students to demonstrate their understanding of the language.
In 1978, educators were encouraged to assist students in formulating grammar rules based on model sentences and texts Additionally, prompting questions can be utilized to help students induce the target rules necessary for constructing complete sentences (Fischer, 1979).
Similar to the deductive approach, Widodo (2006:128) presents advantages and disadvantages of the inductive approach that can be shown in the table below
Advantages and disadvantages of the inductive approach to teaching grammar
Advantages 1 Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance
2 Learners’ greater degree of cognitive depth is “ exploited”
3 The learners are more active in the learning process, rather than being simply passive recipients In this activity, they will be motivated
4 The approach involves learners’ pattern-recognition and problem- solving abilities in which particular learners are interested in this challenge
5 If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice
Disadvantages 1 The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2 The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught
3 The approach can place emphasis on teachers in planning a lesson
4 It encourages the teacher to design data or materials taught carefully and systematically
5 The approach may frustrate the learners with their personal learning style, or their past learning experience (Or both) would prefer simply to be told the rule
The deductive and inductive approaches are essential concepts in Second Language Acquisition (SLA) theory According to Krashen (2002), the deductive approach focuses on conscious learning, emphasizing error correction and explicit rule presentation In contrast, Widodo (2006) highlights the inductive approach as a means of subconscious learning, akin to how children naturally acquire their first or second language, allowing learners to grasp rules unconsciously without the need for explicit instruction or correction This distinction underscores the differing methodologies in teaching language, as adapted from Krashen’s acquisition/learning hypothesis.
Relationship of deductive and inductive approaches to Krashen’s theory (1987,
Learn the rule in the context of formal instruction
Learn the rule as a child acquires her/his first or second language
Know about the rule “pick up” the rule
Learn the rule consciously Learn the rule subconsciously
Learn the rule explicitly Learn the rule implicitly
1.3 The need to understanding teachers’ perceptions