INTRODUCTION
RATIONALE
In Vietnam, English has become essential for technological and business development, serving as the primary language for international communication and a key tool for securing grants and aid The necessity of teaching and learning English has surged due to the country's integration into the global economy, making it a compulsory subject in school curricula and national high school examinations A primary focus of English education is to equip students with communicative competence Since Vietnam's accession to the WTO, there has been an increasing recognition of the importance of spoken English, particularly from the 2008 school year onwards.
In 2009, Vietnam implemented a significant educational reform with the introduction of a new National Curriculum, impacting all schools across the country This reform brought forth new textbooks for English language learning, specifically "English 10, 11, and 12," which represent a shift from the traditional grammar-translation method to a more effective communicative approach, enhancing the quality of English teaching and learning.
In Vietnam, English language teaching is predominantly focused on grammar, as both teachers and students equate learning English with mastering grammatical rules This emphasis stems largely from national examinations, which prioritize the assessment of candidates' grammatical competence in written form Consequently, English instruction in secondary schools is geared towards preparing students for these exams Moreover, a solid understanding of grammar is essential for effective communication; without it, students' language output may be deemed ungrammatical and unacceptable.
Teaching and learning grammar effectively remains a challenge for many Vietnamese secondary school English teachers Both educators and students encounter numerous difficulties in the process.
At Viet-Ba High School, English has been a compulsory subject in the secondary curriculum for many years, highlighting the significance of English grammar instruction As an English teacher, I recognize the challenges faced in teaching grammar during the "Language Focus" periods, which presents an opportunity to enhance grammar education in secondary classrooms This understanding has inspired my thesis titled: “Challenges in Teaching Grammar in the ‘Language Focus’ Periods with the New English Textbook Tiếng Anh 12 at Viet-Ba High School and Some Possible Solutions.”
AIMS OF THE STUDY
For the reasons mentioned above, the specific aims of the study, accordingly, are:
To investigate into the challenges many teachers at Viet-Ba High school encountered in teaching grammar in the “Language Focus” periods with the New English Textbook Tiếng Anh 12
To find out some possible solutions including a variety of techniques and activities to achieve the effectiveness in teaching grammar and in order to make grammar teaching more communicative.
RESEARCH QUESTIONS
1 What do the teachers at Viet-Ba High school perceive of the problems in teaching Grammar to 12 th form students in the “Language Focus periods”?
2 What should be done to overcome those problems at Viet-Ba High school?
RESEARCH METHODOLOGY
The study utilized both qualitative and quantitative methods as primary research tools to effectively address the research questions, highlighting the advantages of each approach.
An extensive literature review was conducted to critically analyze the role of grammar in language teaching and learning, exploring common methods employed in grammar instruction and their impact on both teaching and learning processes.
Sources of data were collected, involving the teachers in Viet-Ba High school in order to achieve the aims of the study
Questionnaires: Conducting a survey questionnaire to investigate teachers‟ evaluative comments and their attitudes towards teaching English grammar to 12 grade as well as their perceived challenges
Observation: Observing some classes to investigate how grammar was approached in the classroom by 2 different teachers
Interview: Interviewing 2 grade 12 th teachers to get better insights into the research questions
Data collected from the questionnaires were triangulated with classroom observation and interview All these were done at Viet-Ba High school in Hanoi.
SCOPE OF THE STUDY
This study focuses on the challenges faced by teachers at Viet-Ba High School in teaching grammar during language focus periods for 12th-grade students The minor thesis aims to identify these challenges and propose solutions to enhance the communicative effectiveness of grammar lessons By researching the experiences of six teachers who instruct 12th-grade classes, the study seeks to uncover the most effective strategies for successful grammar instruction.
The study consists of 3 main parts, which are presented as follows:
Chapter 1 Introduction This chapter provides an overview of the study with specific reference to the rationale, the aims, the methods and the scope of the study
Chapter 2 Development This chapter is divided into four main parts
The literature review examines the theoretical foundations of the thesis, focusing on four key aspects of English grammar: the definitions of grammar, its significance in foreign language teaching, commonly employed methods for teaching grammar, and the approach to grammar instruction within the framework of Communicative Language Teaching (CLT).
2.2 RESEARCH METHODOLOGY This part presents the research questions of the study, the subjects of the study, and the instruments used to collect the data
2.3 DATA ANALYSIS AND DISCUSSION This part explores a detailed description of data analysis and a discussion of the findings of the study
2.4 FINDINGS AND SOME POSSIBLE SOLUTIONS FOR BETTER TEACHING ENGLISH GRAMMAR in the “Language Focus” TO 12 TH FORM STUDENTS AT VIET-BA HIGH SCHOOL This part presents the summary of the major findings including some possible problems in teaching English grammar encountered by teachers in Vietnam in general and at Viet-Ba High school in particular Especially, some recommendations proposed for the administrators and for the teachers teaching grammar in the upper secondary school are mentioned in this part Finally, the limitations of the study and some suggestions for further research are presented
DEVELOPMENT
DATA ANALYSIS AND DISCUSSION
2.4 FINDINGS AND SOME POSSIBLE SOLUTIONS FOR BETTER TEACHING ENGLISH GRAMMAR in the “Language Focus” TO 12 TH FORM STUDENTS AT VIET-BA HIGH SCHOOL This part presents the summary of the major findings including some possible problems in teaching English grammar encountered by teachers in Vietnam in general and at Viet-Ba High school in particular Especially, some recommendations proposed for the administrators and for the teachers teaching grammar in the upper secondary school are mentioned in this part Finally, the limitations of the study and some suggestions for further research are presented
Defining grammar can be challenging, as linguists and grammarians have proposed various interpretations The meaning of grammar often depends on the specific context in which it is used While there are numerous definitions, this study will highlight several key perspectives on grammar.
According to "The Longman Dictionary of Contemporary English," grammar is defined as the set of rules that govern how words change their forms and how they are combined to create sentences.
Grammar encompasses two fundamental aspects: the rules governing word formation and sentence structure, and the study and application of these rules It involves understanding how words transform and combine to create coherent sentences A solid grasp of grammar equips learners with the necessary skills to effectively integrate phrases into their writing Ultimately, grammar defines how words modify themselves and group together to form meaningful sentences.
Grammar is defined as the systems and patterns that guide how we select and combine words By studying grammar, we uncover the structural regularities that form the foundation of language, equipping us with the tools to discuss and analyze the language system effectively.
Thornbury (2001, p 2) introduces the concept of "to grammar," suggesting that grammar is an active process we engage in while speaking He draws an analogy between the final product of an omelette and the process of making it, emphasizing that merely observing or tasting the omelette does not equip one with the skills to prepare it.
According to Ur (1998), grammar can be broadly defined as the method by which a language organizes and combines words or word parts to create longer units of meaning This clear and straightforward definition emphasizes the fundamental role of grammar in language structure and communication.
Bastone (1994) describes grammar as a multi-dimensional concept, functioning as a formal mechanism, a system for conveying meanings, and a dynamic resource utilized by both users and learners in various contexts and at different times.
Cristal (2004) gives more ideas of grammar as:
Grammar serves as the essential framework for effective communication By understanding its principles, we enhance our ability to convey meaning and assess the clarity of our language, as well as that of others.
Grammar plays a crucial role in enhancing precision, clarifying ambiguity, and utilizing the diverse expressions within the English language It is essential not only for English teachers but for educators across all subjects, as effective teaching fundamentally revolves around understanding and conveying meaning.
Grammar, as a key aspect of linguistics, encompasses various functions such as its social role and its use in discourse This understanding significantly impacts the methods and materials selected for teaching grammar within the framework of Communicative Language Teaching (CLT) As an English teacher, I will focus my discussion on three specific aspects of grammar that support my teaching approach.
Swain (1985) introduces the concept of pedagogic language rules, which are designed to aid foreign-language learners in grasping specific aspects of the languages they study These rules can be directed towards learners themselves or intended for teachers and materials writers responsible for conveying them, regardless of the audience, their primary goal remains the same: to enhance language comprehension.
The term "pedagogic grammar" refers to a set of rules tailored for students learning the structure of their native language This concept is particularly relevant for mother-tongue language instruction, as it encompasses essential guidelines that aid in understanding linguistic frameworks.
Grammar and rules are often viewed as synonymous by both teachers and learners This perception is reinforced by linguists and grammarians, who frequently incorporate the term "rules" into their definitions of grammar.
Grammar is the set of rules that dictates how words are arranged and related within a sentence While it primarily focuses on sentence-level structures, it does not encompass the rules that govern the relationships between sentences, known as discourse rules.