INTRODUCTION
Rationale of the study
English has become a global means of communication, prompting Vietnam to focus on training dynamic individuals who can fluently use the language In response to this trend, the Ministry of Education and Training (MOET) established new objectives for English language instruction in secondary education in 2002 and introduced updated English textbooks for grades 6 to 12.
The new English textbooks for high school students are categorized into advanced and standard sets, incorporating modern teaching methods such as the communicative and learner-centered approaches These textbooks are designed to enhance both language skills and knowledge Each unit features five components: Reading, Speaking, Listening, Writing, and Language Focus, with the Language Focus sections specifically aimed at reinforcing students' pronunciation and grammar.
Since their nationwide implementation in the 2006-2007 school year, extensive research has evaluated new textbooks and their practical application in high schools, focusing primarily on the four language skills However, there remains a significant gap in research regarding the teaching and learning of language elements in the Language Focus section Crucially, the question of whether teachers employ communicative grammar teaching methods or adhere to traditional approaches remains unanswered Thus, further investigation is essential to understand how grammar is taught and learned in actual classroom settings.
After two years of implementing new English textbooks at Doi Can High School, it was observed that both teachers and students encountered significant challenges in developing the four language skills and in grammar instruction during Language Focus lessons.
Stimulated by the above reasons, the researcher has decided to conduct this study
This study aims to uncover the actual practices of teaching and learning grammar during Language Focus lessons at Doi Can High School, with the goal of providing practical solutions for improvement.
Aims of the study
This study investigates the effectiveness of grammar teaching and learning within Language Focus lessons in the new English10 standard textbook at Doi Can High School.
In order to achieve the aim, the study seeks to find out:
(1) The teachers‟ and students‟ perceptions on the importance of grammar teaching and learning
(2) How the teachers and the students deal with grammar in the Language Focus lessons
(3) Whether the teaching and learning of grammar correspond with the new teaching method underlying the new textbook
(4) The teachers‟ and students‟ perceived difficulties in teaching and learning grammar in the Language Focus lessons
Research questions
To achieve the aim and objectives of the study, the following research questions were proposed:
1 How do the teachers and the students at Doi Can High School perceive the importance of grammar teaching and learning?
2 How do the teachers teach and the students learn grammar in the Language Focus lessons?
3 Does the teaching and learning of grammar in the Language Focus lessons match the new teaching methodology underlying the new textbook?
4 What are the difficulties in teaching and learning grammar in the Language Focus lessons as perceived by the teachers and students?
Scope of the study
This study focuses on the teaching and learning of grammar in Language Focus lessons within the standard set of new English textbooks for grade 10, distinguishing it from the advanced set.
This study focuses specifically on the teaching and learning of grammar within Language Focus lessons, while excluding the exploration of language skills and pronunciation.
This study conducted at Doi Can High School in Vinh Phuc presents specific findings that are not meant to be generalized to other educational settings The results are applicable solely to the participants involved in this research, highlighting the unique context of the study.
Significance of the study
This study aims to identify key issues and propose improvements, ultimately benefiting various stakeholders Participants, including teachers and learners at Doi Can High School, will gain immediate advantages from the reflective experience Additionally, the study's findings will provide valuable insights for textbook writers and educators, assisting them in shaping curricula and program directions.
Method of the study
The study was designed to use both quantitative and qualitative methods Then, various instruments were used to collect the data for the study from different sources:
- survey questionnaires to investigate the teachers‟ and students‟ attitudes towards grammar, their teaching and learning habits and their difficulties in teaching and learning grammar in Language Focus lessons
- class observations to get information about both the teachers‟ methods of teaching and students‟ ways of learning grammar in the classroom
Interviews conducted with teachers and students provided valuable insights into their suggestions for enhancing the teaching and learning of grammar in the Language Focus lessons of the new English 10 standard textbook.
Design of the study
The study is structured into three key sections: Introduction, Development, and Conclusion The Introduction offers a comprehensive overview, outlining the rationale, aims, scope, significance, methodology, and design of the research.
The major part of the study, the Development, is divided into three chapters
The first chapter offers the theoretical framework essential for the study, while the second chapter outlines the research methodology employed The final chapter focuses on analyzing and discussing the study's findings.
The conclusion summarizes the findings related to the four research questions, offers recommendations for improving grammar teaching and learning, and discusses the limitations of the study along with suggestions for future research.
Besides, the survey questionnaire for the teachers and students, the classroom observation transcripts and the interview transcripts are included in the Appendices.
DEVELOPMENT
LITERATURE REVIEW
Concerning the terms “grammar”, several researchers have attempted to define it Apparently, depending on one‟s theoretical orientation, different people define grammar differently
According to the Longman Dictionary of Contemporary English, grammar is defined as the study and practice of the rules governing how words change forms and are combined into sentences This definition highlights two key components: the rules of grammar and the process of studying and applying these rules Essentially, grammar encompasses the principles of word formation, known as morphology, and the structure of sentence formation, referred to as syntax.
Huddleston (1984) emphasizes that grammar is comprised of two key components: morphology and syntax Morphology focuses on the structure and forms of words, whereas syntax is concerned with the arrangement of words to create coherent sentences.
As can be inferred from the two definitions above, grammar is conventionally seen as the study of morphology and syntax of sentences
According to Cobbett (1984), grammar consists of rules and principles that enable individuals to effectively use and combine words to convey meaning accurately It focuses on the form and structure of words as well as their relationships within sentences.
Fromkin and Rodman (1998) define language grammar as the combination of sounds, sound patterns, basic meaning units like words, and the rules that govern their arrangement into new sentences.
Both definitions highlight that grammar serves as a framework for constructing correct sentences Additionally, grammar encompasses rules related to word formation (morphology), sentence structure (syntax), meaning (semantics), and the sound system (phonology) of a language.
A common limitation among the four definitions of grammar is their exclusive focus on sentence-level analysis I align with Widdowson's (1990) assertion that grammar should not merely be viewed as a set of sentence patterns devoid of meaning.
According to Thornbury (1999), grammar extends beyond mere rules for word combination at the sentence level; it also encompasses the context in which a sentence is created He emphasizes that understanding language involves not only deciphering words and grammar but also inferring the speaker's or writer's intention.
Hughes and McCarthy (1998) introduced the concept of discourse grammar, emphasizing that grammar should be understood in the context of discourse rather than merely at the sentence level They argued that grammatical statements that overlook contextual features are insufficient and fail to effectively support grammar teaching.
For the purpose of the study, I use the definition of Richards, Platt, and Platt (1992) in their Longman Dictionary of Language Teaching & Applied Linguistics:
Grammar defines the structure of a language, detailing how words and phrases are combined to form sentences It encompasses the meanings and functions of these sentences within the language's overall system, and while it primarily focuses on sentence construction, it may also address the phonetic aspects of the language.
Grammar is defined descriptively, focusing on the actual structure of a language as used by its speakers and writers This perspective highlights both the linguistic and social aspects of grammar, encompassing not only the rules for constructing correct sentences but also the meanings and functions of those sentences Understanding these elements is essential for effectively teaching and learning a foreign language.
1.2 Role of grammar in English language teaching and learning
The role of grammar in second language teaching has been a contentious topic throughout history, as highlighted by Richards (2002), who describes it as “perhaps the most controversial issue in language teaching.” Thornbury (1999) echoes this sentiment, noting that the grammar debate has captivated theorists and practitioners alike, shaping the evolution of language teaching This ongoing debate has led to a significant divide in perspectives, with some advocating for a central focus on grammar instruction, while others argue against its necessity in the learning process.
Many language teaching scholars highlight the critical role of grammar in language acquisition Savignon (1991), a prominent proponent of communicative language teaching, asserts that "communication cannot take place in the absence of structure, or grammar" (p 268) Supporting this view, Canale and Swain (1980) include grammar as a fundamental element of their communicative competence model, suggesting that without a solid understanding of grammar, learners can only communicate effectively in a restricted range of scenarios.
Nunan (1991) emphasizes that grammar is essential for meaningful communication, stating that without it, interactions remain basic Additionally, Wilkins highlights the significance of mastering the grammatical system of a target language, noting that insufficient grammar knowledge can hinder linguistic creativity and restrict communication abilities.
Grammar remains a fundamental aspect of language learning, as highlighted by Long and Richards (1987), who emphasize its critical role in developing the four language skills and vocabulary for effective communication Additionally, Brown (2007) notes that grammatical competence is a key element of overall communicative competence, underscoring its importance in language acquisition.
According to Palmer (1984), grammar is the core component of language and should captivate the attention of any educated individual He asserts that if grammar has not piqued such interest, it reflects a failure to acknowledge its significance in the fundamental human activity of communication.
RESEARCH METHODOLOGY
2.1 Overview of the current situation of teaching and learning English at Doi Can High School
Doi Can High School was established seven years ago to meet the growing educational needs of local students Initially, it struggled to attract students, as many opted for a more prestigious nearby school However, over time, Doi Can High School has successfully enhanced its reputation, leading to an increase in student applications The school features 28 classrooms, a small library, and a computer-equipped room, providing essential resources for its students.
At Doi Can High School, students entering grade 10 can select from three streams: Natural Science, Social Science, and Basic English is a mandatory subject, with students in the Basic and Natural Science Streams studying it for three periods per week, while those in the Social Science Stream have five periods All students have previously studied English for four years in secondary school using MOET-approved textbooks However, the majority of students opt for the Natural Science Stream, leading to a general disinterest in English, which they primarily study to pass exams rather than for enjoyment.
The English curriculum at the school utilizes the “English 10, 11, and 12” textbooks published by the Ministry of Education and Training (MOET) These textbooks are categorized into two sets: standard and advanced The standard textbooks cater to students in the Basic and Natural Science streams, while the advanced textbooks are designed for those in the Social Science stream Both sets aim to enhance students' communicative competence in English.
The teaching staff consists of six English teachers aged between 23 and 47, including two males and four females Four of the older teachers, who have extensive teaching experience, graduated from the College of Pedagogy of Vinh Phuc and completed a four-year university degree, primarily utilizing the Grammar-Translation method The two younger teachers, aged 23 and 26, are graduates of the Vietnam National University, College of Foreign Languages All teachers demonstrate enthusiasm and support for their students and colleagues.
2.1.2 The new textbook English 10 (the standard textbook) and its Language Focus section
The new textbook English 10 (the standard textbook)
The newly developed English 10 textbook aligns with the national curriculum and features a multi-strand syllabus that encompasses a wide range of elements, including topics, tasks, functions, notions, skills, grammar, vocabulary, and sounds It emphasizes a learner-centered and communicative approach, with task-based teaching as the core method Additionally, the textbook is supported by cassette tapes, a student workbook, and a teacher's manual, enhancing the overall learning experience.
The book features 16 teaching units and six review units, each designed to be taught in 45-minute periods Every teaching unit focuses on a specific topic and is divided into five sections: Reading, Speaking, Listening, Writing, and Language Focus The topics are organized around six key themes: You and Me, Education, Community, Health, Recreation, and The World Around Us.
The Language Focus section in the new textbook English 10 :
The Language Focus section in the new textbook English 10 includes two parts:
The article discusses the importance of pronunciation, grammar, and vocabulary in language learning The pronunciation section emphasizes practicing vowel and consonant sounds, starting with isolated words and progressing to sentences Meanwhile, the grammar and vocabulary segment focuses on reinforcing key grammatical structures introduced in each unit, typically ranging from one to three items Various exercises, including sentence completion, writing, verb form changes, and word formation, are utilized to practice these grammatical concepts Most grammar exercises are structural, and additional grammatical items are detailed in the appendix under the Language Focus section.
This research aims to explore the actual dynamics of teaching and learning grammar in the Language Focus lessons at Doi Can High School It specifically seeks to address four key questions related to this educational process.
1 How do the teachers and the students at Doi Can High School perceive the importance of grammar teaching and learning?
2 How do the teachers teach and the students learn grammar in the Language Focus lessons?
3 Does the teaching and learning of grammar in the Language Focus lessons match the new teaching methodology underlying the new textbook?
4 What are the difficulties in teaching and learning grammar in the Language Focus lessons as perceived by the teachers and the students?
The subjects of the study consisted of 6 teachers of English and 135 students at Doi Can high school in Vinh Phuc
The study focused on six English teachers at Doi Can High School, aged between 24 and 46 Four of these teachers were instructing tenth graders at the time of the survey, while two had taught the same grade in the previous academic year Among the group, four teachers possessed over ten years of experience, having graduated from the College of Pedagogy of Vinh Phuc and completed a four-year university course for a part-time degree The remaining two teachers, who had two years of teaching experience, graduated from Vietnam National University, College of Foreign Languages Notably, none of the teachers held a Master of Arts degree.
The study focused on a sample of 450 grade 10 students at Doi Can High School in Vinh Phuc, aged 16 to 17, from ten classes These students had previously learned English from grades 6 to 9 using a new series of textbooks and were now studying the new standard English 10 textbook in the Basic Stream, attending three English lessons each week Notably, 73% of these students scored below five in their English high school entrance exam To select a sample for the research, a cluster random sampling technique was utilized due to the challenges of individually random sampling across different classes and schedules Following the guidance of Fraenkel and Wallen (2003), the researchers aimed for a sample size of at least 100, avoiding the common pitfall of selecting only one cluster Consequently, three classes were randomly selected: 10A2, 10A5, and 10A10, comprising a total of 135 students.
The researcher aimed to gather comprehensive data on the teaching and learning of grammar in Language Focus lessons at Doi Can School through three methods: questionnaires, classroom observations, and interviews This approach was designed to ensure the study's reliability and objectivity.
For this study, data was collected using two questionnaires—one designed for students and the other for teachers These questionnaires underwent a pilot test with three teachers and fifteen students to gather feedback on clarity and interpretation Following the analysis of the pilot data, the final versions of the questionnaires were developed.
Survey questionnaire for the students
The questionnaire was distributed to students in the middle of the second term, with all questions written in Vietnamese to ensure clear understanding This approach facilitated easier expression of thoughts in open-ended questions The questionnaire comprised two parts: the first collected personal information, including age, gender, and years of English learning, while the second part included nine close and open-ended questions aimed at investigating specific aspects of the students' experiences.
- the students‟ general attitudes towards learning English
- their perceptions on the importance of grammar teaching and learning
- their opinions about the grammar parts in the new standard textbook English 10
- their evaluation of grammar teaching in the Language Focus lessons
- their ways of learning grammar in the Language Focus lessons
- their difficulties in learning grammar in the Language Focus lessons
Survey questionnaire for the teachers
The survey questionnaire designed for teachers comprised two primary sections, both written in English The first section aimed to collect personal information, such as the teachers' gender, age, and years of experience teaching English The second section included nine questions focused on specific aspects of their teaching practices.
- the teachers‟ perceptions on the importance of grammar teaching and learning
- their opinions about the grammar parts in the new standard textbook English 10
- their methods to teach grammar in the Language Focus lessons, particularly with regard to the following:
their methods of presenting grammar structures
their language of grammar instructions
their ways of helping the students to practice grammar
their techniques of correcting grammar errors
- their difficulties in teaching grammar in the Language Focus lessons
The study utilized two survey questionnaires for teachers and students, complemented by classroom observations to explore the teaching and learning of grammar The primary aim of the observations was not to evaluate performance but to understand the dynamics of grammar instruction in real classroom settings This approach allowed the researcher to validate the data collected from the questionnaires and gather additional insights related to the research questions Observations were conducted during Language Focus lessons in four randomly selected classes, with each class observed for one lesson The researcher remained a non-participant, focusing on noting the activities of both teachers and students throughout the lessons.
DATA ANALYSIS AND DISCUSSION
This chapter is structured into five key sections: the first section presents the findings from teacher and student questionnaires; the second analyzes results from class observations; the third focuses on insights gained from interviews; the fourth discusses the study's findings in relation to the four proposed research questions; and the final section offers a comprehensive conclusion of the chapter.
3.1 Findings from questionnaires for the teachers and the students
3.1.1 The teachers’ and the students’ perceptions on the importance of grammar teaching and learning
Table 1: The teachers’ and students’ perceptions on the importance of grammar English teaching and learning
The teachers’ perceptions on the importance of grammar teaching
According to Table 1, all teachers (100%) agree that grammar is crucial for foreign language teaching and learning Two teachers (33.3%) emphasized its importance for student success in exercises and examinations, while three teachers (50%) noted that grammar enables students to effectively express their ideas and opinions Additionally, one teacher (16.7%) highlighted that mastering English grammar is essential for students to develop the four key skills in the language.
The students’ perceptions on the importance of grammar learning
The results in Table 1 indicate that all students recognize the significance of grammar, with everyone rating it as either very important or important Their reasons align closely with those of their teachers, highlighting grammar's essential role in completing exercises and passing exams Additionally, many students noted that a strong grasp of grammar enhances their language skills and boosts their confidence in communication.
- Mastery of grammar helps me get high marks in the exams
- Grammar is an important part of every test at school If I want to do the test well, I have to know grammar structures
- Because without grammar, we can’t do the exercises that the teachers gave us
- Knowing grammar helps me express my ideas clearly
- Grammar helps me to learn language skills, especially speak and write English correctly
The findings indicate that both teachers and students hold a positive attitude towards the importance of grammar teaching and learning While communication is a key focus, the primary motivation for their emphasis on grammar is the necessity for exam success This is largely due to the fact that, despite the simultaneous teaching of grammar and the four language skills in schools, grammar remains the predominant focus of assessment in school exams Consequently, this emphasis on grammar significantly influences the methods of teaching and learning in the classroom.
3.1.2 The teachers’ and the students’ opinions about the grammar parts in the new English textbook
Table 2: The teachers’ and the students’ opinions about grammar parts in the new textbook English 10
In a recent survey regarding the Language Focus sections of a new textbook, 50% of teachers and 52% of students described the grammar components as average A significant portion, 33.3% of teachers and 29.5% of students, found these sections monotonous and boring, likely due to the lack of visual aids and communicative tasks, as all exercises are structural in nature This feedback highlights a general dissatisfaction with the grammar parts of the textbook, with only 16.7% of teachers and 18.5% of students expressing satisfaction.
The level of difficulty of the grammar exercises to the students was also questioned in both questionnaires
Table 3: The level of difficulty of the grammar exercises to the students as perceived by the teachers and the students
A significant majority of teachers, accounting for 66.7%, believe that grammar exercises align well with their students' English proficiency levels; however, only 27.5% of students share this sentiment Conversely, 33.3% of teachers perceive the exercises as somewhat challenging for their students Additionally, among the students, 58.5% find the grammar exercises slightly difficult, while 14% consider them very difficult.
3.1.3 The teachers’ methods of teaching grammar in the Language Focus lessons
Teachers’ methods of presenting grammar
The responses to the question about the teachers‟ ways of presenting grammar were presented in table 4 below:
Table 4: Teachers’ methods of presenting grammar
While the deductive approach can create a somewhat monotonous classroom environment, its time efficiency is a significant advantage, leading 66.6% of teachers to favor it over the 16.7% who prefer the inductive method for teaching grammar Given the limited class time of 45 minutes, teachers often find it more practical to get straight to the point A blended approach, where teachers present examples and then elicit grammar rules from students, enhances student engagement and minimizes misunderstandings; however, only 16.7% of teachers typically implement this method.
Teachers’ ways of giving grammar instructions
A Explain grammar structures in English 0
B Explain grammar structures in Vietnamese 50
C Sometimes explain in English and sometimes in Vietnamese 33.3
D Explain grammar structures in English and then translate into
E Explain grammar structures in Vietnamese and then translate into
Table 5: Teachers’ ways of giving grammar instructions
Table 5 reveals that 50% of teachers primarily used Vietnamese for grammar instruction during Language Focus lessons Given that most grade 10 students scored below 5 in their English high school entrance exams, their English proficiency is notably low This likely contributes to the fact that only 33.3% of teachers occasionally explained grammar in both English and Vietnamese, with the same percentage stating rules in English before translating them into Vietnamese to ensure student comprehension Notably, no teachers exclusively presented grammar rules in English.
A Ask students to do written grammar exercises in the textbook
B Ask students to do written grammar exercises that you designed or adapted from the textbook
C Ask students to do translation exercises from English into Vietnamese and vice versa
D Ask students to participate in games or puzzles
E Ask students to engage in communicative activities such as information gap, role-play, discussion, etc
Table 6: Teachers’ grammar practice activities – Frequency of use
According to Table 6, written grammar exercises in the textbook are the most utilized activity, with 100% of teachers frequently employing them, while translation exercises are occasionally used by 66.6% of teachers This reliance on textbook grammar exercises highlights a significant dependence on the textbook, as evidenced by 66.7% of teachers rarely designing or adapting exercises for their students In contrast, communicative activities and games or puzzles are infrequently used, with 100% of teachers reporting they never use communicative activities and 83.3% admitting to rarely using games or puzzles.
Teachers’ techniques of dealing with the students’ errors
B Help students to find out and correct their own errors
C Ask students to do peer- correcting
Table 7: Tteachers’ techniques of dealing with students’ errors
The findings reveal that the predominant error correction technique among teachers is assisting students in correcting their own mistakes, utilized frequently by 83.3% and occasionally by 16.7% Additionally, 33.3% of teachers typically corrected errors independently, while 66.7% did so occasionally Peer correction was the least favored method, with only 33.3% of teachers employing it Notably, all teachers acknowledged and addressed students' errors, with none choosing to overlook them.
Factors affect the ways teachers teach grammar in the Language Focus lessons
To understand the factors influencing teachers' decisions, a survey was conducted where educators evaluated the significance of eight specific factors in shaping their teaching methods and activity choices The results of this assessment are detailed in Table 8.
A The interests of my students 33.3 66.6 0
B The level of my students 100 0 0
H The ways my colleagues teach 0 16.7 83.3
Table 8: Factors influencing the way the teachers teach grammar
The study reveals that teachers' perceptions of their students' English proficiency significantly influence their classroom decisions, with time allowance (83.3%) and material availability (50%) also playing crucial roles While the nature of grammar structures and student interests each hold a moderate influence (33.3%), personal beliefs and innovation goals have minimal impact (16.7%) Notably, the teaching methods of colleagues are considered the least important factor in shaping grammar instruction.
100, followed by innovation goals and requirements and availability of materials
3.1.4 The students’ ways of learning grammar in the language focus lessons
Students’ evaluations of the grammar teaching and learning in the Language Focus lessons
Questions 4 and 5 in the questionnaire for the students investigated their evaluation of grammar teaching in the Language Focus lessons The results of their responses were presented in two tables below:
Table 9: Students’ level of understanding of grammar structures presented in the Language
The data reveals a concerning trend: only 29.6% of respondents demonstrated a good understanding of the grammar structures taught in the Language Focus lessons, while a significant 60% had only a vague understanding Furthermore, 10.4% of students did not grasp the grammar concepts at all, highlighting an urgent need for teachers to address these gaps in comprehension.
Table 10: The students’ impressions of grammar lessons
Table 10 reveals that while a minority of students find grammar lessons interesting and relaxing, a significant majority perceives them as boring (51%) and stressful (67.4%) Most students expressed their views on the challenges associated with grammar instruction.
- My teacher usually urged me to do the exercises quickly So I just applied the forms of the structures to do the exercises but didn’t have time to think why
- Every lesson, my teacher came in and explained the grammar and asked us to do exercises in the textbook
- When I hadn’t understood the first grammar structure yet, my teacher moved to the second one The lesson was very fast
Students’ preferences for the teachers’ grammar presentation methods
Table 11: Students’ preferences for the teachers’ grammar presentation methods