INTRODUCTION
Rationale
The rise of integration, globalization, and advancements in information technology have made English an essential means of communication worldwide As a result, mastering English has become a crucial goal for numerous students.
Grammar is a crucial element in learning English and other languages, serving as the foundation for effective communication It helps students construct sentences by combining words and phrases, while also enhancing essential language skills like reading, listening, writing, and speaking Nevertheless, teaching grammar effectively poses significant challenges for secondary school teachers, making it a pressing concern in language education.
Grammar is rules of a language "Grammar is a system of meaningful structures and patterns that are governed by particular pragmatic constraints" (Larsen-Freeman,
2001) In another definition "grammar is a description of the rules for forming sentences, including an account of the meanings that these forms convey" (Thornbury, 1999, p.13)
Effective foreign language acquisition hinges on a precise understanding of grammar, making grammar instruction crucial in language teaching However, mastering grammar is often challenging for learners Many educators perceive grammar as a rigid set of forms and rules, focusing primarily on teaching these through explanations and drills to enhance grammar competence According to Richards (2006), grammar competence encompasses the knowledge necessary for constructing sentences, yet this traditional approach often leads to strong written skills but weak communicative abilities Students frequently lack motivation when grammar is taught deductively, relying heavily on memorization and repetitive exercises, which fosters passivity At Quynh Luu 2 High School, students face difficulties in grammar learning due to an emphasis on rote repetition and written tasks Lasen-Freeman (2005) critiques such methods as tedious and ineffective, highlighting the need for more engaging teaching strategies.
Numerous studies have focused on enhancing the teaching and learning of English grammar, highlighting its importance for effective communication (McKay, 1987) According to Ur (1988), a strong grasp of grammar enables individuals to express themselves using acceptable language forms.
According to Nguyen Thi Van Lam and Ngo Dinh Phuong (2007) in
The primary objective of communicative language teaching in English is to enable learners to use the language effectively for communication While a solid grasp of grammar is essential for appropriate communication, overemphasizing grammar can lead to challenges in the language learning process.
Richard (2006, p.3) emphasizes that while grammatical competence is essential in language learning, it is not the sole factor Mastering sentence formation rules does not guarantee effective communication, highlighting the importance of practical language use for meaningful interactions.
Effective communication is crucial in today's globalized society, yet many students excel in reading and writing English but struggle with practical application This is often due to traditional grammar teaching methods, such as translation, which may hinder fluency To enhance students' interest and proficiency in grammar, it is essential to explore engaging techniques, including games and interactive activities.
The shift in English grammar instruction is moving away from traditional methods like writing and worksheets towards a more dynamic approach that emphasizes speaking activities This modern strategy aims to empower students to effectively achieve their communicative goals.
Teaching grammar through speaking activities not only enhances children's understanding but also enables them to apply their knowledge effectively These activities facilitate extensive practice and internalization of vocabulary, grammar, and structures through repeated exposure to the target grammar Furthermore, incorporating speaking activities fosters both cooperation and healthy competition among students in the classroom.
In high school curricula, grammar instruction is integrated into each unit alongside the four essential language skills To enhance the effectiveness of grammar teaching and reduce student boredom, incorporating speaking activities proves to be one of the most effective strategies These activities not only engage students but also foster their interest in learning My experience at Quynh Luu 2 High School has revealed that while many students excel in reading and writing English, they often struggle with speaking fluently and accurately during communication.
This research, titled "A Study on the Use of Speaking Activities to Facilitate 11th Graders’ Grammar Acquisition," aims to offer valuable speaking activities for English teachers and students It is designed to serve as a useful reference for those interested in enhancing grammar teaching methods.
Aims of the study
The study was conducted with the aim:
- To investigate the evaluation of students about the use of speaking activities to teach grammar
- To study about how to teach grammar effectively through speaking activities.
Research questions
This research was set out to seek the following questions:
1 What is the students’ evaluation of the use of speaking activities to teach grammar?
2 Does the use of speaking activities improve 11 th graders’ grammar acquisition?
Scope of the study
This study focused on the impact of teaching grammar through speaking activities and the attitudes of students towards this approach Conducted at Quynh Luu II High School in Nghe, the research involved a sample of ninety 11th grade students due to time constraints.
An province Hopefully, the findings of the study will reflect the actual situation and help the researcher find out effective approaches to teaching English grammar, using speaking activities.
Organization
The study consists of five chapters
Chapter 1 provides a general introduction of the study with the specific reference to the rationales, the aims, the methods, research questions and the design of the study
Chapter 2 is the literature review This chapter presents the theoretical background of the research
Chapter 3, "Methodology," outlines the research methods utilized to address the research questions This chapter provides an overview of the subjects involved, the procedures followed, and the data collection instruments employed to obtain answers to the research inquiries.
Chapter 4 “Data presentation and discussion”, presents the data collected from survey questionnaires and class observation and the discussion of these data
Chapter 5, titled "Conclusion," summarizes the key findings of the study and offers pedagogical recommendations aimed at assisting upper secondary school teachers and students in addressing challenges related to grammar instruction Additionally, this chapter outlines the limitations of the research and suggests avenues for future exploration in the field.
LITERATURE REVIEW
Definitions of grammar
Grammar teaching has traditionally focused on presenting and practicing discrete grammatical structures According to Ur (1998), grammar involves the manipulation and combination of words to create longer units of meaning It is often seen as the method by which words are arranged to form correct sentences The Oxford Advanced Learner’s Dictionary defines grammar as the rules governing the modification of words and their combination into sentences Additionally, Penny Ur (1996) emphasizes that grammar consists of rules that dictate how words or their parts are combined or altered to create meaningful units in a language, a view supported by Jeremy Harmer.
Grammar is defined as the system by which words transform and combine to form sentences (1987) According to Richards, Platt, and Weber (1985), grammar serves as a framework for understanding the structure of a language and illustrates how elements like words and phrases are organized to create meaningful sentences.
Grammar is defined as the process of analyzing a language to understand its structure and function (2004, p.7) This involves not only deconstructing language but also reconstructing it to form coherent and meaningful sentences and texts To achieve this, a solid grasp of the rules governing the English language is essential.
The role of grammar in foreign language teaching and learning
Grammar is the foundational system of sound, structure, and meaning in language, unique to each language (Beverly, 2007) It enables effective communication among speakers who share an understanding of their language's grammar rules Native English speakers inherently grasp English grammar, including word sounds and meanings, allowing them to create meaningful sentences (Beverly, 2007) Therefore, teaching grammar is crucial in education for both children and adults, as poor grammar can diminish the clarity and value of communication Educators must prioritize teaching proper grammar to ensure students develop strong language skills.
Grammar and vocabulary are fundamental components of language, crucial for mastering the four essential language skills They serve as the foundation upon which effective communication is built, as no language skill can function without them Rather than being goals in their own right, grammar and vocabulary are tools that enhance learners' proficiency across reading, writing, listening, and speaking.
2.2.1 Arguments in favor of grammar teaching
The debate over the necessity of teaching grammar continues, with critics questioning the benefits of grammar instruction for students Opponents of grammar teaching present their arguments across three main points.
Many ESL teachers encounter a significant challenge where students excel in grammar tests yet continue to make the same errors in their writing This issue is exacerbated by the dominance of the communicative approach, Krashen’s Acquisition Theory, and the Direct Method over the past two decades, which have shifted the focus from grammatical form to communicative competence Additionally, Lewis’ Lexical Approach has emphasized vocabulary and lexical chunks over formal grammar, demonstrating effectiveness in certain contexts and for specific purposes.
Sjolie (2006) emphasizes the importance of teaching grammar effectively, suggesting that understanding various approaches can enhance its utility in the classroom Conversely, Ellis (2006) argues that the previous stance of ignoring form, known as the "zero position," has evolved, highlighting the necessity of incorporating a focus on form to improve both language knowledge and practical language use in educational settings.
The challenge of applying theoretical knowledge in practice is a common aspect of the learning process, particularly when it comes to acquiring a second language in low-exposure environments Despite various teaching methods, achieving high proficiency in English remains elusive for many learners While Krashen’s theory suggests that second language acquisition can occur naturally through full immersion, this is often not feasible for ESL students who have limited exposure to authentic English outside the classroom Additionally, the Lexical Approach, which emphasizes teaching language "chunks" instead of grammar, presents its own challenges, as mastering enough chunks for effective communication is difficult A more efficient strategy may involve focusing on grammar to help learners construct comprehensible phrases that will ultimately enhance their language proficiency.
Grammar in communicative activities
Thornbury (2008) highlights the pros and cons of both the deductive and inductive approaches to language learning One drawback of the deductive method is that some students may struggle to grasp the underlying concepts, leading to reduced interaction and the misconception that language learning is merely about memorizing rules However, the deductive approach can be more efficient and direct, often making it a time-saving option Ultimately, the effectiveness of this approach largely depends on the clarity of the rule explanations provided.
A deductive approach in language learning begins with presenting a general rule, which students then apply to specific examples through practice exercises This rule-driven method emphasizes the introduction of a rule, followed by relevant examples to illustrate its application (Thornbury, 1999).
The deductive approach involves several key steps: first, presenting the rules clearly; second, describing and explaining these rules in detail; third, providing relevant examples to illustrate the concepts; fourth, discussing the underlying rules, often using the mother tongue for clarity; fifth, encouraging students to practice the rules both orally and in writing; and finally, contrasting the differences between the mother tongue and the target language to enhance understanding.
Cognitive-code teaching, as well as grammar translation, are examples of the
The "rule-first" deductive approach is an effective teaching method that directly addresses the main point, making it less time-consuming than the inductive approach However, beginning a lesson with a grammar presentation may lead to boredom, particularly among younger students.
An inductive approach to language learning encourages learners to identify patterns and formulate rules independently before practicing the language This method, also known as rule-discovery, begins with presenting examples from which learners infer rules (Thornbury, 1999) The process involves several key steps: first, the presentation of examples; second, the analysis of these examples; third, the formulation of rules; fourth, the generalization of rules derived from prior activities; and finally, engaging in both written and oral practice.
Inductive teaching resembles rule-writing in linguistics, where learners analyze a corpus to uncover regularities This approach not only challenges students but also enhances their engagement by encouraging them to derive rules independently As a result, learners experience greater cognitive depth and active participation in the educational process.
While developing rules can be time-consuming and sometimes frustrating for students, it is crucial to ensure that their interpretations are accurate Students may misapply rules or create versions that are either too broad or too narrow This risk increases when there is a lack of explicit testing, such as through practice examples or direct clarification of the rule.
Methods of teaching and learning grammar
The evolution of educational theories in language teaching has led to the emergence of innovative approaches to grammar instruction Prominent among these are "focus on forms," "focus on form," and "meaning-focused instruction," each offering unique strategies for teaching grammar effectively.
Focus-on-form, as defined by Long (1991), emphasizes communication and meaning while drawing learners' attention to linguistic elements only when they naturally arise during lessons In this instructional approach, both teachers and learners prioritize the communicative use of language rather than explicit language learning According to Basturkmen, Loewen, and Ellis (2002), focus-on-form allows learners to pause from constructing messages to concentrate on specific language forms and their meanings Long distinguishes this method from focus-on-forms, which involves a structured presentation of discrete linguistic items typical of traditional grammar lessons.
Grammar is the system of a language People sometimes describe grammar as the "rules" of a language; but in fact no language has rules If we use the word
Languages did not originate from predefined rules; instead, they began with people making sounds that gradually evolved into words, phrases, and sentences Unlike a structured game, languages are dynamic and continually change over time, reflecting the natural evolution of communication.
"grammar" is simply a reflection of a language at a particular time
Over the past few decades, the approaches to learning and teaching grammar have evolved significantly, reflecting a shift between acquisition and learning, as well as between behaviorism and cognitive theories Increasingly, methods such as communicative teaching and task-based language instruction are being implemented with a more scientific foundation.
By the nineteenth century, the grammar translation method (GTM), originating in the late 1700s for Latin instruction, became the dominant approach to teaching English This method emphasizes the coexistence of teaching ideas, where new methods often incorporate elements from previous ones The primary focus was not on communication but on mastering the grammatical system, with grammar taught deductively through rules and translation exercises Instruction was systematic, utilizing students' first language (L1) for grammar teaching, and often involved explicit grammar teaching using lists of words and rules The GTM centered on the sentence as the starting point for grammar, contrasting with earlier methods that focused on smaller sentence components.
The grammar translation method usually involves the following activities:
(1) Explanation of a grammar rule, with example sentences
(2) Vocabulary, presented in the form of a bilingual list
(3) A reading selection, emphasizing the rule presented in (1) above and the vocabulary presented in (2)
(4) Exercises designed to provide practice on the grammar and vocabulary of the lesson
The "direct method" encompasses various approaches to second language teaching that emerged in response to the growing need for oral proficiency in foreign languages during the mid to late 19th century in Europe This period, marked by industrialization and increased international trade and travel, highlighted the inadequacies of the grammar-translation method, prompting language teachers to seek more effective strategies for enhancing communicative abilities in learners.
Therefore, the direct method replaced for the GTM Contrasting with GTM, instruction in the DM was supposed to be exclusively in the L2
The Direct Method is a highly effective language teaching approach that focuses on teaching the language itself rather than about the language It mimics the natural acquisition of a mother tongue, emphasizing the association of words with objects and actions without relying on the learner's first language (Rivers, 1968) This method encourages students to think directly in the target language, utilizing only that language in a contextualized manner Its strong emphasis on spoken communication makes it particularly appealing for learners who require practical communication skills Additionally, it was one of the first methods to incorporate vocabulary teaching through realia, action, and dialogue.
The Direct Method of language teaching encourages students to learn grammar inductively through guided questions, promoting spontaneous speaking and reducing inhibitions While effective in fostering communication skills, this approach can lead to initial inaccuracies, as learners may attempt to express themselves in the foreign language before fully mastering its structure (Rivers, 1968).
Between the 1940s and 1960s, the Audio-lingual Method emerged to address the need for basic foreign language skills during World War II Grounded in behaviorist theories, this method views language acquisition as a process of habit formation and is often referred to as "The army method." Pronunciation plays a crucial role in its application, while grammar structures are taught sequentially and inductively It is particularly effective for young learners, promoting language acquisition through practical activities The Audio-lingual Method consists of four stages: repetition, inflection, replacement, and restatement.
In the 1970s, researchers like Hymes introduced the concept of communicative competence (CC), shifting the focus from mere vocabulary and grammar to essential communication skills According to Jack C Richards and Theodore S Rodgers, the primary goal of Communicative Language Teaching (CLT) is to foster this competence for effective communication Dell Hymes emphasized that second language learners must understand not only grammatical rules but also the nuances of "when and how to say what to whom" to successfully engage with native speakers Additionally, David Arthur Wilkins advocated for a notional-functional syllabus, prioritizing the content used by native speakers over traditional grammar instruction Patel and Praveen (2008) further support this communicative approach.
The communicative approach is a learner-centered method that emphasizes not only grammatical competence but also essential social skills, guiding learners on what to say, how to say it, when, and where to effectively meet their daily communication needs This approach prioritizes fluency, accuracy, and appropriateness, making it a favored choice among language teachers for teaching grammar.
Despite students' strong grasp of grammar rules, they often struggle to communicate effectively in the target language In a Communicative Language Teaching (CLT) classroom, the teacher plays a crucial role by facilitating communication and serving as an advisor and guide to enhance students' speaking skills.
Communicative Language Teaching (CLT) is a widely recognized approach to language education, emphasizing language as a means of expressing meaning According to Nunan (1989), CLT involves activities that prioritize oral communication and meaningful tasks, aligning with learners' needs and incorporating both functional and linguistic skills In this framework, learners assume the role of negotiators, while teachers act as facilitators of the communication process, utilizing materials that encourage the practical use of language.
Communicative Language Teaching (CLT) is an interactive approach to teaching second and foreign languages, prioritizing communication as both the means and goal of language learning Often referred to as the "communicative approach," it emerged as a response to the limitations of traditional methods like audiolingualism and grammar-translation CLT focuses on developing the four language skills—listening, speaking, reading, and writing—while emphasizing the interdependence of language and communication The method promotes communicative competence, encouraging students to engage in meaningful communication rather than merely studying language structures Through task-based activities, learners use language in context, fostering practical language skills.
Savignon (1983), and River (1987) state that many teachers, methodologists and linguistics who work on foreign language teaching tend to define communicative competence simply as interaction in the target language
Communicative competence, a term introduced by Hymes in 1972, is foundational to the Communicative Language Teaching approach Influenced by functional linguists like Halliday and pragmatists, Canale and Swain (1980) identified four key dimensions that define this concept, emphasizing its significance in effective communication.
- Grammatical competence: it refers to the ability to make good use of grammar rules established in order to produce and understand a message
- Sociolinguistic competence: it consists in the ability to use language in any social context
- Discourse competence: it refers to the ability to connect a set of ideas correctly to understand, interpret and exchange messages
- Strategic competence: it consists of being able to use abilities and communication strategies as a result of a lack of language (vocabulary, grammar complex, etc.)
Common stages of grammar teaching
According to Byrne.D.1976, a popular framework for teaching grammar based on examples or text is P.P.P (presentation- practice- production) Presentation
Practice-Production (PPP) is an effective method for teaching foreign language structures, such as grammar and vocabulary This approach involves three phases that transition from teacher-led control to increased learner independence A key aspect of PPP is the progression from controlled, structured speech to more spontaneous language use, making it a fun and engaging way for children to acquire new language skills.
Murcia and Hilles (1988) outline that a comprehensive grammar lesson typically includes four key components: presentation, production, communicative practice, and teacher feedback In this context, teacher feedback and correction are recognized as integral elements of the practice stage.
The procedure is simple: the teacher introduces the target language, followed by controlled practice activities for students Gradually, students move to freer activities before they are allowed to produce the language independently This process begins with input and culminates in output, with practice occurring throughout.
The initial stage of language instruction involves presenting familiar contexts to students, akin to a swimming instructor demonstrating a stroke outside the pool for beginners As Ur (1996) emphasizes, providing learners with ample contextualized examples of the language structure is crucial for their understanding This stage also includes clarifying the lesson's objectives, ensuring that children are aware of what they will learn and the reasons behind it.
In the presentation phase, the teacher plays a crucial role by introducing students to new information, such as grammar points or vocabulary lists It is essential that this information is conveyed in detail, utilizing various tools like texts, audio tapes, or visual aids to illustrate the context The teacher then extracts the necessary language forms, beginning with an introduction to the meaning of the new language This can be achieved through written definitions, flash cards, or verbal descriptions of phrases or idioms.
To effectively teach new language concepts, the instructor should provide clear examples that demonstrate correct usage This could include sample dialogues or sentences displayed on the board, allowing students to observe the language in a natural context.
To ensure the success of the presentation phase in the PPP method, teachers must verify that students grasp the new language concepts This can be achieved by having students confirm the accuracy of specific examples, although educators have the flexibility to implement more complex activities as needed.
The lesson aims to introduce a new language item by highlighting its usefulness and relevance, familiarizing students with its sounds and spelling, and presenting its meaning and form while checking for understanding To enhance engagement, teachers can utilize songs, games, dialogues, or stories, effectively motivating students and demonstrating the purpose behind their learning.
The second stage of language learning is practice, where learners begin to apply target grammar in meaningful yet controlled contexts, as noted by K Lynn Savage, Gretchen Bitterlin, and Donna Price This phase, often referred to as drilling, is essential for reinforcing new language concepts Through consistent practice, students start to use the target language independently, which helps solidify their understanding and commit new information to memory Thus, practice is a crucial component in mastering new elements of a language.
Teachers should provide students with ample opportunities to practice new language skills through communicative activities that encourage speaking and listening These activities allow students to use language for real communication, integrating previously learned elements into their overall language use Emphasizing fluency over accuracy, these authentic use activities foster a more natural and effective use of the language.
Teachers should incorporate worksheets and games into their lessons, as games provide an enjoyable way to practice skills While worksheets, scripted conversations, and reading exercises are valuable, they can sometimes overshadow the fun and engagement that games bring to learning.
The practice phase of the PPP method can be extensive, involving various activities to effectively engage the whole class, often requiring more time than other phases However, if the new language is straightforward, drilling can be concise Ultimately, it is the teacher's responsibility to assess and adapt the approach according to the students' needs.
Fully and partly controlled (semi controlled) activities or ‘restricted use’ activities, since they provide limited options for realistic language use or for communication, and they focus primarily on accuracy
The production stage of a grammar course is crucial, as it allows learners to utilize specific grammar structures in a more flexible manner During this phase, students engage in less controlled activities that encourage them to generate language independently, enhancing their overall fluency and confidence in using grammar effectively.
Therefore, this step should be creative and communicative The general structure of PPP lesson is flexible
Once learners have mastered a language form and can produce it accurately in controlled exercises, they transition to the free production phase In this stage, they apply their newly acquired language structures to create oral or written texts, engaging in activities such as dialogues, oral presentations, and composing sentences or longer texts During this phase, teachers typically refrain from intervening or correcting mistakes, as students are expected to perform without errors Any mistakes that occur are addressed after the activity concludes Effective activities for this stage include games, role-play, dialogue chains, and discussions.
The similarities between practice and production stage
In the PPP lesson framework, practice and production play a more significant role than presentation During both stages, students engage in simultaneous practice, allowing them to apply the new vocabulary and phrases learned in the lesson within various contexts.
To enhance vocabulary retention, teachers should design engaging activities that allow students to practice new words in conjunction with their existing knowledge.
Differences between practice and production stage
In language learning, practice activities focus on achieving a single correct answer and emphasize accuracy in producing the correct forms In contrast, the free production phase allows for multiple acceptable answers and aims to enhance fluency, enabling learners to speak more naturally The practice stage is more structured, while the production stage, often referred to as "free practice," encourages creativity and spontaneity in language use.
In the practice phase, the teacher's primary responsibility is to elicit accurate language from students and provide opportunities for them to practice and memorize new language patterns During the production phase, the teacher adopts two key roles: facilitator and analyser As a facilitator, the teacher encourages and supports students in their independent efforts, while the analyser evaluates the effectiveness of the learning objectives and identifies areas where further practice is needed.
Difficulties in learning grammar
Grammar has so far become one of problems faced by language learners when studying other languages
Words and a set of grammatical rules which are to be memorized and separable skills to be acquired rather than a set of integrated skills and subskills (Oxford, 2001)
Students in English classes often lack a common background, as those from rural areas may be taught by unqualified teachers, while urban students benefit from better facilities and resources Some students utilize satellite programs, VCDs, and private language schools, whereas many rely solely on textbooks for learning English The absence of placement tests to group students by language proficiency exacerbates the challenges faced by weaker students, who often turn to guidebooks for assistance.
Due to overcrowded classes, many students struggle to gain sufficient practice in English, leading to challenges in language acquisition and communication proficiency The limited instructional hours often prevent effective learning, particularly in essential skills like listening and speaking, as there is little opportunity for group discussions To effectively acquire a new language, learners must actively engage in processing the meanings of what they hear and read Group work, which typically involves a small number of students collaborating on a task, can enhance this engagement and facilitate better language learning outcomes.
Not all students share the same motivation for learning English; many view it merely as a requirement to pass, failing to recognize its significance as a vital communication tool in today's technological and scientific advancements For these learners, English is often seen as a chore rather than an enjoyable pursuit, leading to low motivation and minimal participation in class Their primary goal becomes achieving a passing grade to complete the course, rather than embracing the language's potential benefits.
Many students focus on specific aspects of their study materials to excel in the University Entrance Examination, prioritizing vocabulary, grammar, and reading comprehension over speaking, listening, and writing skills This approach may lead to challenges such as subject-verb agreement issues, plural markers, and tense-related rules, which could stem from their diverse linguistic backgrounds However, the primary goal of this research was to identify these difficulties, leaving the exploration of underlying factors and predictions about the errors for future studies.
Many teachers today do not give equal emphasis to all four language skills, with speaking often being the most overlooked in foreign language instruction English teachers tend to prioritize reading, frequently relying on reading textbooks in the classroom As a result, students primarily learn English through reading, making it the dominant skill among the four.
Speaking activities
2.9.1 The benefits of using speaking activities in teaching grammar
Learning grammar within context helps learners understand how rules are applied in sentences According to Thornbury (1999), "Language is context-sensitive," indicating that without context, it becomes challenging to grasp the intended meaning of individual words or phrases.
According to Richard (2008, p 19), mastering speaking skills in English is a top priority for many students learning a second or foreign language The primary goal of language is effective communication, and speaking is essential for achieving communicative efficiency Educators aim to enable students to use the language accurately and purposefully Students typically prioritize speaking over other skills such as reading, writing, and listening Therefore, the most effective way to teach English grammar is through speaking exercises that incorporate real-life language examples.
Chaney (1998,p.13) stated that : “ speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts”
Teaching grammar in context is essential for effective learning, as it enhances the functional use of language in real communication Without opportunities to explore grammar within context, learners struggle to understand the purpose and variations of different grammatical forms Utilizing engaging materials like video clips, cartoons, and songs can effectively introduce grammar concepts, making the learning process more motivating When grammar is taught in context, students can better grasp how new structures operate, leading to improved accuracy in the target language.
Incorporating six primary types of oral communicative activities into various curricula can enhance both formal and informal assignments While some activities are best suited for smaller classes or recitation sections, others can effectively engage students in larger lecture settings.
Individually, each method can assist students in grasping course content and developing critical thinking skills through verbal expression When these methods are integrated into a comprehensive curriculum, they collectively enhance students' speaking proficiency, ensuring they graduate as confident communicators.
2.9.2.1 One-on-One Speaking (Student-Student or Student -Teacher):
Engaging students through interactive moments during lectures, such as encouraging discussions or problem-solving with peers, can enhance learning Additionally, formal student conferences with instructors provide valuable opportunities for deeper understanding and personalized feedback.
2.9.2.2 Small-Group or Team-Based Oral Work:
Smaller-scale settings for discussion, deliberation, and problem solving, appropriate for both large lectures and smaller classes and allows levels of participation not possible in larger groups
2.9.2.3 Full-Class Discussions (Teacher- or Student-Led):
Full class discussions are generally less confrontational and competitive than debates and deliberations, yet they maintain a dialogic nature They foster an environment for collective, vocal exploration of questions, ideas, problems, texts, events, or artifacts Similar to deliberation and debate, these discussions effectively promote active learning among students.
2.9.2.4 In-Class Debates and Deliberations
Debates and deliberations are structured discussions that explore issues from multiple perspectives, with debates typically involving participants who consistently argue one side, while deliberations allow for more fluid participation Both formats emphasize reasoned arguments and can address a wide array of topics, including scientific disputes, policy questions, textual interpretations, and assessments of artistic quality These discussions can take place in various settings, from intimate two-person exchanges to larger lecture halls.
Public speaking traditionally involves delivering speeches from outlines or scripts, and encompasses various formats such as group presentations and impromptu speaking While it primarily features monologue elements, it can also incorporate dialogue through audience interaction, including question-and-answer sessions or discussions following the presentation.
Oral assessments can be conducted in small groups or in front of an entire class, varying from a single oral question on a written exam to a comprehensive oral defense of a written paper While implementing these assessments may be challenging in large groups, they serve as an effective method to evaluate students' knowledge depth and breadth, while also encouraging thorough preparation.
2.9.3 Some speaking activities in teaching English grammar
An information gap activity effectively simulates authentic conversations by encouraging learners to use their second language to uncover information held by their partner or group members This engaging activity can be integrated during the practice or productive stages of a grammar lesson to reinforce previously taught grammatical features Additionally, it serves as a valuable tool for reviewing grammar and fostering meaningful conversations in speaking classes, promoting communicative engagement among learners.
Various types of information gaps, including find-someone-who games, surveys, and spot-the-difference activities, are widely available online for download A particularly effective method for practicing direction-giving is through paired map exercises, where each student receives a unique map of a city block These maps contain different locations and blanks that require students to ask their partner questions to navigate to their desired destination.
A popular method for practicing conversations about future plans involves providing pairs or small groups with distinct itineraries or planners Participants are required to utilize appropriate future tenses to inquire about each other's plans and complete the missing information To increase the challenge, after exchanging information, groups can negotiate a time to meet for a class project, enhancing their communication skills.
In a straightforward jigsaw activity, students collaborate in groups of four, each receiving a panel from a comic strip that depicts a narrative about a man and his ice cream The sequence includes him taking ice cream from the freezer, serving himself, enjoying it in front of the TV, and later discovering the melting container left on the counter While the clear storyline helps partners agree on the sequence, introducing images with alternative sequences can enhance the challenge, requiring negotiation and collaboration to determine the correct order.
Role-play is an engaging speaking activity that allows students to immerse themselves in different perspectives or imaginary scenarios, making it particularly enjoyable While some students may initially find it intimidating, especially those with lower self-confidence or proficiency, role-playing effectively encourages spontaneous language use By incorporating role-play into the classroom, teachers introduce variety and fun, creating ample opportunities for language production This approach transforms the classroom into a dynamic environment that reflects real-world situations, enabling students to practice without fear of severe consequences for mistakes Overall, role-play can be a vital and recurring component of language learning.
METHODOLOGY
Research questions
This research aimed at finding the answers for the following questions
1 What is the students’ evaluation of the use of speaking activities to teach grammar ?
2 Does the use of speaking activities improve 11 th graders’ grammar acquisition?
Participants
This study employs experimental research, involving students from two randomly selected classes: class 11D as the experimental group and class 11C as the control group Initially, 81 students participated in a general test; however, due to discrepancies in performance, only 76 students—44 females and 32 males—were included in the final research sample These students attend Quynh Luu 2 High School, which is notably weaker in academic performance compared to other schools in the area, particularly in English language proficiency Despite having studied English for eight years, many students struggle with reading, writing, and speaking the language fluently, indicating significant challenges in their communication skills at the age of 17.
Before the experiment, all participants completed a general English test and a questionnaire, with detailed results provided in the findings section Participants were then divided into two groups: the treatment group, which received six grammar lessons using a communicative method, and the control group, which did not engage in speaking activities The experiment spanned a duration of 16 weeks.
To ensure that participants in both groups had no prior knowledge of the grammatical items relevant to the experiment, a pre-test consisting of 20 questions was administered Students were required to complete the test within a 30-minute timeframe.
During the experiment, the participants had to take two post- tests The results of these tests were compared and analized in the next chapter.
Materials
The researcher implemented six language focus lessons from the "Tieng Anh 11" syllabus during the treatment teaching process This textbook comprises sixteen units across two terms, emphasizing four key language skills: reading, speaking, listening, and writing, alongside essential language elements like pronunciation, grammar, and vocabulary Due to time constraints, the study was limited to units 7, 8, 10, 11, 12, and 13.
The study incorporates three types of assessments: a general test, a pre-test, and two post-tests, along with questionnaires The general English test, designed by Cambridge University, evaluates grammar, writing, and reading skills, ensuring the content aligns with the students' proficiency levels This test aims to assess the participants' knowledge and determine if they possess a uniform level of understanding.
The pre-test and two post-tests are made with the similar topics, formats as well as difficulties
Table 3.1 The grammar function in the units in Tieng Anh 11
Unit 1 Infinitive with and without “to”
Passive infinitive and gerund Unit 4 Gerund and present participle
Perfect gerund and perfect participle Unit 5 Reported speech with infinitive(s)
Unit 6 Reported speech with gerund
Unit 8 Pronouns: One(s), someone, anyone, no one, everyone
Unit 9 Defining relative clauses( revision)
Non defining relative clauses( revision) Unit 10 Relative pronouns with prepositions
Unit 11 Relative clauses replaced by participles and to infinitives Unit 12 Relative clauses( revision)
This article covers essential grammar topics, including the omission of relative pronouns, which enhances sentence fluidity It explores cleft sentences, focusing on subject, object, and adverbial emphasis, as well as passive constructions Additionally, it delves into conjunctions such as "both…and," "not only…but also," "either…or," and "neither…nor," which help in connecting ideas effectively Lastly, the article discusses the use of "could" and "be able to," clarifying their roles in expressing ability and possibility.
Tag questions Unit 16 It is said that…
Instruments for collecting the data
The research analysis utilized two primary methods: questionnaires and tests Prior to the experiment, all participants completed a questionnaire and a general English test, with their scores detailed in the results section Participants were divided into two groups: the treatment group received six grammar lessons through a communicative method, while the control group did not engage in speaking activities during their English learning.
The study involved three assessments: a general test, a pre-test, and two post-tests, along with two questionnaire sheets The pre-test and two post-tests were administered throughout the research, which was conducted over a 16-week period.
A widely recognized tool for research surveying is the questionnaire, designed to explore students' attitudes towards using speaking activities for grammar acquisition while addressing their challenges with grammar lessons and activities The questionnaire comprised two main sections: the first included 10 items, while the second featured 2 items, allowing students to select one or more options from the given choices.
The pre-questionnaire for students includes ten questions designed to assess various aspects of their engagement with English grammar The first question focuses on students' attitudes toward English grammar, while the second explores their motivations for studying it Additionally, the third question seeks to understand students' perspectives on different types of grammar practice.
Question 4 and 5 focus on students’ preference to forms of interaction in speaking activities in learning grammar Question 6 is about students’ frequency about difficulties in learning a new structure Question 7 concentrates on students’ difficulties in using speaking activities in grammar practice Question 8 is about students’ comments on teachers’ speaking activity methods in practice and production stages Question 9 is used to ask students about the frequency of being applied speaking activities
After 4 months of treatment, students were given a post questionnaire to check students’ reaction toward teaching grammar through speaking activities in Quynh Luu 2 high school The post questionnaire has two questions Question 1 is about students’ opinions towards the use of speaking activities to teach grammar Question 2 focuses on students’ opinions of getting a chance to learn many different uses of languages, which helps them acquire the language more accurately and fluently while learning grammar through speaking activities
Prior to the treatment, participants underwent a general English proficiency test lasting forty-five minutes, which included four sections with a total of 25 questions This assessment ensured that all participants had a comparable level of English skills Following the test, the researcher randomly assigned the students into two groups: the control group and the treatment group.
After the general English test, the researcher had the participants do a pre- test before having the experimental course.The test consists of 20 re-writing questions
Two post-treatment tests were conducted during and after the course ended and followed the same procedure as with the pre-test
The procedures of the research were carried out according to the following steps:
1 Students were given a general English test before conducting the research
2 Collecting data through pre-questionnaire and pre-treatment test
3 Dividing the students into two groups named control group and treatment group
4 After 16 weeks, collecting data through post-questionnaire and post- treatment tests
5 Describing the collected data presented in tables and figures
6 Generalizing and giving comments and evaluations.
Data analysis procedure
This chapter provides the findings of the study on the data collected from the questionnaires and tests It also includes its presentation, analysis and explanation collected from the survey
In order to make sure that all the participants had a similar desired level of English proficiency, the participants sat for a general English test before the research
A total of 81 participants from two classes initially took the general English test; however, 5 were excluded from the study due to their low scores, with 3 students receiving 10 marks and 2 students scoring 1.0 This raised concerns about the similarity of English proficiency levels between the two groups, leading to the selection of only 76 participants for the research.
4.1.1.The general test scores of both groups
Figure 4.1 The comparison of the general English test result of all participants
8.0 to 10 points 6.5 to below 8.0 5.0 to below 6.5 below 5.0