INTRODUCTION
Rationale
In today's global society, learning a foreign language is essential as it facilitates communication, education, and economic opportunities It fosters cultural awareness and understanding among diverse communities, allowing learners to appreciate various customs, traditions, and viewpoints Mastery of a foreign language enhances access to knowledge and promotes better international relations, equipping individuals with the skills needed to navigate different social, political, and economic landscapes effectively.
Language educators emphasize the importance of grammar instruction in language teaching, as it is crucial for developing students' overall language skills (Bygate and Tornkyn, 1994; Thorunbury, 1999; Ellis, 1997; McKay, 1987) Ellis (1997) highlights that effective grammar teaching enables learners to communicate meaningfully and accurately, thereby enhancing their second language proficiency Without proper grammar instruction, students often struggle to reach advanced levels of communicative competence (Bygate and Tornkyn, 1994) Research indicates that grammatical competence is essential for achieving communicative competence, and incorporating grammar instruction in the classroom can lead to significant proficiency gains (Dickins and Woods, 1988).
The current challenge for educators is to effectively merge grammar instruction with a communicative teaching approach A promising solution is the combination of grammar and communication, as communicative grammar tasks can successfully integrate formal instruction with engaging activities These tasks not only promote effective communication but also meet the criteria for being enjoyable and motivating in the classroom.
The author recognizes the significance of communicative grammar tasks in English language instruction, leading to the research title: “Using Communicative Grammar Tasks to Teach English to 10th Graders: A Study at a High School in Quảng Bình Province.”
This study emphasizes the importance of implementing communicative grammar tasks for tenth graders, aiming to provide practical teaching suggestions Additionally, it seeks to inspire and engage the interests of students, teachers, researchers, and language materials designers in the field of communicative grammar.
The aims of study
This study investigates students' attitudes towards learning grammar through communicative tasks and evaluates the impact of these tasks on their grammar acquisition and speaking accuracy in English.
The research questions
The study addresses the following questions:
1 What is the students’ attitude toward the use of communicative grammar tasks in English lessons?
2 To what extent does the use of communicative grammar tasks facilitate students’ grammar acquisition?
3 What are the effects of communicative grammar tasks on students’ speaking accuracy?
The scope of study
This study examined the impact of communicative grammar tasks on 10th-grade English lessons at Le Quy Don High School in Quang Binh province The author aimed to evaluate how these tasks facilitate grammar acquisition and enhance students' speaking skills, particularly focusing on accuracy.
The method of study
In this study focused on enhancing English teaching and learning, the author utilized a combination of quantitative and qualitative methods, including questionnaires, class observations, interviews, and tests, to effectively gather and analyze data.
The organization of study
The research consists of five chapters in total:
This chapter outlines the study's rationale and objectives, presents the research questions, defines the scope of the study, describes the methodology employed, and details the organization of the research.
THEORETICAL BACKGROUND
The Previous Studies Related to the Thesis
The emergence of communicative methodology in the late 1970s led to a diminished emphasis on formal grammar instruction, with some experts arguing that such teaching could be counterproductive This section highlights research that advocates for the effectiveness of communicative grammar teaching.
Lai (2009) conducted a study comparing the grammar-translation method and communicative grammar instruction, utilizing both quantitative and qualitative data collection methods Participants were randomly assigned to either a control group, which received traditional grammar-translation instruction, or an experimental group that experienced communicative grammar teaching They completed pre-tests, immediate post-tests, and delayed post-tests, along with a survey to share their perceptions of the communicative approach The results indicated that communicative grammar teaching was effective for university students, with quantitative data supporting its efficacy and qualitative feedback revealing positive student attitudes Participants felt that their communication skills improved and recognized English as a vital communication tool Additionally, they noted that grammar instruction could be both functional and engaging, leading to the conclusion that communicative grammar teaching significantly enhances the learning of English grammar by facilitating real-life communication through practical tasks.
A study by Degu (2008) involving sixty ninth-grade students aimed to evaluate the effectiveness of communicative grammar teaching through the integration of form, use, and meaning Participants were randomly assigned to a control group, which received traditional structural grammar instruction, and a treatment group, which was taught using an integrative approach A pretest assessed their initial language performance levels, and results indicated that the treatment group significantly outperformed the control group in a subsequent communicative grammar posttest The findings revealed that the integrative method was more effective than the structural approach, promoted collaborative learning through pair and group work, and facilitated a deeper understanding of grammatical forms' meaning and use Ultimately, the study concluded that teaching grammar communicatively through an integrated approach is both effective and functional.
Pekoz (2006) emphasized the importance of integrating grammar into communicative language teaching by proposing a structured approach that encompasses pre, while, and post-grammar stages He argued that grammar should be treated as an essential skill, with the pre-grammar stage focusing on introducing the concepts, the while-grammar stage highlighting the new grammar point within a meaningful context, and the post-grammar stage aimed at applying grammar in real-life situations Ultimately, the study concluded that teaching grammar through meaningful input and contextualized examples enhances its practical use in everyday communication.
In a study by Nisrane (2008) examining the effectiveness of communicative grammar teaching among tenth graders, the researcher assessed teachers' awareness of teaching grammar in meaningful contexts and the design of textbook activities aimed at encouraging students to express their ideas in the target language Data was collected through a questionnaire, alongside observations of three grade ten English classes and an evaluation of the English textbook to determine alignment with communicative language teaching principles The findings revealed that, despite teachers' understanding of the fundamental principles of communicative grammar teaching, they did not implement grammar instruction in a communicative manner.
The analysis of the grade ten English textbook revealed a predominant use of deductive methods in presenting grammar lessons, with a strong emphasis on mechanical drills rather than meaningful, communicative activities Additionally, students were not encouraged to express their feelings using the target language or to apply it in real-life situations.
In Vietnam, several graduation papers and M.A thesis discussed the importance of Communicative Language Teaching and the difficulties in teaching and learning grammar
Ngo Thi Thanh Thu (2013) explored the adaptation of grammar lessons in the "Tieng Anh 10" textbook through a communicative approach The study focused on understanding the perceptions of both students and teachers regarding the use of communicative activities in teaching English grammar at upper secondary schools It aimed to provide effective techniques for teaching grammatical structures and to describe various communicative class activities Furthermore, the research emphasized that learning a foreign language should prioritize the development of communicative competence over mere linguistic competence.
In her 2013 study, Do Kieu Anh examined the teaching of grammar in Vietnamese high schools, highlighting its significance in English as a Foreign Language (EFL) classrooms The research addressed critical questions regarding the timing, content, and methods of grammar instruction It emphasized that allowing students to engage with grammar in context enhances their ability to construct sentences accurately and communicate effectively Ultimately, the study provided practical recommendations for improving grammar teaching in classrooms, demonstrating how context facilitates meaningful communication through the appropriate use of grammatical structures.
While previous studies have explored teaching grammar and communicative activities, there has been a lack of research specifically focused on communicative grammar tasks in lessons This study aims to address this gap by examining how these tasks can enhance students' grammar acquisition and improve their speaking accuracy.
Grammar Teaching
According to Brow (1994), grammar is as a “system of rules, governing the conventional arrangement and relationships of words in a sentence”
Grammar is a fundamental system of syntax that determines the arrangement of words in sentences, as stated by Close (1992) According to Palmer (1971), grammar reflects how individuals communicate in their language, rather than being merely a set of rules found in books Rodman and Fromkin (1978) expand on this by describing grammar as encompassing everything speakers know about their language, including phonology, semantics, and sentence structure The Longman Dictionary defines grammar as the study and application of the rules governing word forms and their combination into sentences.
Leech (1982) defines grammar as the mechanism that governs language use in communication, characterized by a set of rules for word arrangement They emphasize grammar's central role in connecting sound (phonology) and meaning (semantics), illustrating the interrelationship among these three components.
Grammar encompasses a systematic ambiguity, as it denotes both the explicit theory formulated by linguists and serves as a description of a speaker's linguistic competence.
Grammar is challenging to define comprehensively due to varying perspectives on its parameters However, it is clear that grammar comprises rules that govern language systems essential for effective communication Studying grammar enhances communication skills, as it encompasses phonology, syntax, semantics, and pragmatics.
Exploring the various types of grammar is essential for selecting the most suitable approach that effectively combines meaning, form, and use The nine types of grammar include prescriptive, descriptive, traditional, theoretical, reference, cognitive, structural, transformational-generative, and communicative grammar.
Prescriptive grammar, as outlined by Rajan (1995) and Woods (1995), focuses on established rules and forms for language use, prescribing a fixed set of guidelines for correctness This type of grammar maintains that certain utterances deemed grammatically incorrect in the past may now be accepted as correct, reflecting the evolving nature of language.
Tarifa (2003) states four main features of a descriptive grammar as follows:
- Focuses on the description of grammar constructions
- Attempts to record the facts of linguistic diversity
- Aims at discovering and recording the rules
Similarly, Crystal (1980) affirms that descriptive grammar describes the way language is used without making judgments about the social acceptability of the uses
Penalva et al (2002) summarize the various attitudes and methods of grammatical study prior to the emergence of linguistic science, emphasizing the significance of sentence structure and the relationships between words, such as subject and object Traditional grammarians have identified eight parts of speech—nouns, verbs, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections—that collectively form a sentence, highlighting the importance of understanding syntactic organization in language teaching.
Crystal (1980) argues that this grammar transcends the analysis of specific languages, focusing instead on identifying the essential constructs required for grammatical analysis and their consistent application in exploring linguistic universals.
Reference grammar, as described by Tarifa (2003), provides a comprehensive overview of a language's syntax, detailing the principles that govern the formation of words, phrases, clauses, and sentences This prose-like description includes major grammatical constructions and is supported by examples, making it accessible to the general public A reference book serves to establish grammatical facts, educating readers about the language while offering a useful tool for looking up specific language details.
Transformational generative grammar examines syntax, phonology, and semantics, viewing grammar not as a mere description but as a theory that explains language function (Rajan, 1995) Proponents of this approach assert that a vast array of syntactic combinations can be generated through formal rules, particularly transformational rules These rules, which rely on phrase and tree structures, facilitate transformations such as changing active voice to passive voice This process not only clarifies grammatical relationships among sentence constituents but also demonstrates how individuals can create and understand countless novel sentences they have never encountered before.
Rajan (1995) defines structural grammar as a framework that outlines the composition of grammatical sentences, utilizing a method called substitution to determine word class membership and to expand smaller structures into larger ones This approach has influenced transformational grammar, particularly in the development of base components and branching rules Moreover, structural grammar has played a crucial role in enhancing our understanding of English grammar structures.
According to Tarifa (2003), several key assumptions underpin this type of grammar Firstly, language should not be viewed as an isolated system; it is interconnected with various contexts Secondly, grammar serves as a conventional means of symbolizing conceptual content Finally, meaning cannot be adequately captured by formal logic that relies solely on truth conditions.
According to Tarifa (2003), functional grammar emphasizes that language use is fundamental to understanding language rules, suggesting that a language system is shaped by its practical applications rather than being an independent collection of rules To gain a comprehensive understanding of this grammatical approach, Woods provides further insights.
(1995) clarifies that Halliday’s functional grammar:
is designed to account for how the language is used;
looks at the fundamental components of meaning;
explains each element in language by reference to its function in the total linguistic system
Zain (2007) emphasizes that functional-communicative grammar is focused on clarifying the interaction between syntax, semantics, and pragmatics, highlighting how language is utilized in practical contexts It recognizes that utterances carry meaning that can change based on situational factors, with the semantics of the intended message and the dynamics between the speaker and listener significantly influencing expression choices.
2.2.3 The importance of Grammar Teaching
Grammar teaching varies in interpretation among individuals, yet it is crucial for effective communication It plays a significant role in ensuring that meanings are conveyed clearly and appropriately, facilitating intelligible interactions Thornbury (1999) emphasizes that grammar clarifies word meanings and serves as a process for expressing a speaker's or writer's intent Lock (1996) describes grammar as a network of interrelated systems, where speakers choose from various options to articulate their desired meanings This selection is realized through grammatical structures Consequently, Thornbury highlights the importance of applying syntax and morphology rules to communicate effectively, underscoring the need for language learners to grasp sufficient grammar to express and comprehend a wide range of meanings.
Communicative Grammar Teaching (CGT)
The field of communicative grammar teaching (CGT) has garnered significant attention from researchers dedicated to developing effective techniques for teaching grammar in a communicative context Littlewood (1981) emphasizes that CGT techniques facilitate whole task practice, enhance motivation, and promote natural learning through concrete content These teaching methods should prioritize achieving specific tasks over merely manipulating language rules Consequently, CGT techniques ought to focus on fostering the ability to use language in real-life situations rather than solely on linguistic structures, which may hinder natural interaction Nunan (1991) further asserts that effective grammar teaching techniques must be both meaningful and communicative.
2.3.1.1 Purposes of Communicative Grammar Teaching Techniques
Littlewood (1981) summarizes some purposes of CGT techniques:
They provide “whole-task practice”: Whole task practice is provided through various kinds of communicative technique structured in order to suit the learners' ability level
They improve motivation: These CGT techniques motivate students to use grammar in different situations
Natural learning techniques promote effective language acquisition by engaging students in meaningful communication, which is essential for their overall learning experience.
They can create a context which supports learning: These techniques provide opportunities for positive and personal relationship to be developed among learners and between learners and the teacher
2.3.1.2 Advantages of Communicative Grammar Teaching Techniques
Wang (2010) mentions the advantages of using these techniques as follows:
They motivate students' learning with fun, enjoyment, and excitement
They provide practice on language use and language meaning
They create a supportive learning environment
2.3.1.3 Criteria of Communicative Grammar Teaching Techniques
Ellis (1990) lists six criteria for CGT techniques:
Focus on content not form
Vary language (not just one language form)
No teacher intervention (done by students)
In another context regarding the criteria of CGT techniques, Woods (1995:83) points out eight criteria These techniques should create conditions for:
Exploration by the learner of language and language learning
Challenge and critique by the learner of language, learning and syllabus
Negotiations by the learner of language, learning and syllabus
Interaction and interdependence among learners and teachers
Problematizing language learning and classroom action
This study utilizes the three stages of communicative grammar teaching: presentation, practice, and production Known as the "three Ps" approach, this methodology is widely recognized and employed by professional language schools globally.
The presentation stage plays a crucial role in shaping subsequent stages of language learning, determining their effectiveness According to Harmer (2001), this stage is where students are introduced to the form, meaning, and usage of new language elements Utilizing a variety of eight techniques can enhance the presentation of language structures, ensuring a comprehensive understanding for learners.
CGT Techniques in Presentation Stage:
McKay (1987:1) and Qassem (2003:21) state that charts are excellent and useful techniques to be used in teaching grammar since they provide a visual display for introducing and constructing specific grammar points
Engaging students physically and mentally in the language learning process significantly enhances their understanding, as noted by Thornbury (1999:55) Utilizing physical actions to teach grammar is particularly effective because children learn best through active participation For instance, demonstrating the importance of verbs, nouns, adjectives, and prepositions through playground activities like jumping or running is far more impactful than traditional desk-based discussions Additionally, incorporating physical activity into lessons breaks the monotony of classroom learning, helping to reenergize students, especially when they become restless This game-like approach not only reduces stress but also fosters a positive learning atmosphere, further facilitating the acquisition of language skills.
Incorporating real objects into teaching enhances the kinesthetic and hands-on learning experience, making lessons more engaging According to Qassem (2003), simple objects serve as effective visual aids for representing sentence components, aiding students in memorizing specific grammatical concepts These tangible tools are particularly beneficial for introducing comparative structures to learners.
Utilizing presentation dialogues to teach grammar structures offers several advantages Firstly, they create a contextual framework that helps students grasp the language structure Secondly, dialogues facilitate direct language application, enhancing practical use Lastly, incorporating dialogues in grammar instruction strengthens the link between language and real-life situations, enabling students to comprehend, practice, and retain the targeted grammar structures effectively.
Authentic materials, as defined by Nassaji and Fotos (2011:69), are resources created for native speakers, encompassing a variety of media such as TV commercials, drama clips, movie excerpts, conversations (both face-to-face and via telephone), talk shows, interviews, debates, news broadcasts, newspapers, magazines, cartoons, songs, and images.
In the words of Nassaji and Fotos (2011:72), authentic materials are helpful in teaching grammar as they:
• Provide larger stretches of discourse, not discreet phrases or sentences
• Show more naturally occurring data rather than made up sentences
• Capture prosodic features and non-verbal cues
• Focus on how the grammar feature is used
Teachers can enhance language learning by using real or imaginative situations, which helps avoid excessive explanation and translation (Thornbury, 1999) According to Ur (1988), creating learner-centered communicative situations allows students to practice frequently used grammatical structures in realistic contexts This approach not only fosters grammatical competence but also promotes communicative skills Additionally, McKay (1987) highlights the importance of engaging classroom scenarios that encourage the application of grammatical rules in communicative activities, thereby integrating grammar with practical use.
To effectively use English in various contexts, students must go beyond merely forming isolated sentences, as emphasized by McKay (1987) Presenting language items within meaningful contexts is essential for deeper understanding Widdowson (1990) highlights that in foreign language learning, connections can be made with the native language (L1), existing knowledge of the foreign language (L2), or even non-linguistic elements like pictures, objects, actions, or sounds Incorporating these strategies into course materials can enhance and structure the learning process.
According to McKay (1987), line drawings are effective tools for illustrating spatial relationships and offer a nonverbal context that aids in assessing students' language comprehension However, teachers should be mindful of certain considerations when incorporating drawings into their classroom instruction McKay provides specific guidelines to enhance the effectiveness of using drawings in teaching.
In selecting what drawings to use, be sure to keep the age and interest of your students in mind
Using drawings of actions can effectively introduce verb tenses, but it’s essential to tailor the selected actions to your students' needs Additionally, ensure a clear distinction between the introduction of regular and irregular verbs.
Drawings of simple objects are a good way to expand students' vocabulary and structure but they should be items which you feel your students will need to learn
Plan the layout carefully and make them large and dark enough so that everyone in class will be able to see them
Be sure to eliminate things in the drawings which may be quite cultural specific
CGT Procedures in the Presentation Stage :
To present grammar communicatively, the following procedures should be done in this stage:
The teacher creates a situation or a context in which s/he presents the structure communicatively and meaningfully
The teacher uses appropriate visual aids to present the target structure
The teacher calls students' attention to the function of the new target structure
The teacher presents the target structure clearly and naturally
The teacher models the language items properly
The teacher presents techniques that are appropriate to students' level of proficiency
The teacher concentrates on the meaning, form, and use of the target structure
The teacher avoids using meta-language
It is clear that the presentation stage should have at least some of the following features; meaningful and realistic examples, logical connection, context and visual aids
The practice stage is the second phase of teaching grammar for effective communication, where learners engage in intensive practice of new structures During this stage, the teacher closely guides and controls language production, ensuring that correct forms and meanings are reinforced, which minimizes the likelihood of errors (Ur, 1988).
CGT Techniques in Practice and Production Stages:
Role-play is a widely recognized language teaching technique that involves students dramatizing real-life situations by assuming different roles According to Rosensweing (1974), cited in Celce-Murcia and Hilles (1988), this method presents students with a problem to solve, allowing them to act out their solutions rather than reaching a consensus as a group.
Role-play is an effective tool in language learning that enhances communication skills It encourages learners to utilize target structures to articulate concepts and ideas Additionally, it provides opportunities for second language learners to express themselves in their own words The engaging and often humorous nature of role-play allows students to pretend and learn collaboratively from one another (Wright 1989:126).
Overall, role-play can create a natural and meaningful situation to learn and practise grammar
Communicative Grammar Tasks
2.4.1 The Definition of Communicative Tasks
A task is defined as a "piece of work that must be completed" (Gass, 1997, p 152), and it encompasses structured activities that encourage students to communicate not just to produce language, but to share ideas, collaborate towards a common goal, or compete to achieve individual objectives (Pica et al., 1993, p 10) Nunan (cited in Gass, 1997, p 153) further describes a task as classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language, with a focus on meaning rather than form In essence, tasks are designed to promote meaningful communication among students rather than mere language drills.
Tasks in the classroom embody the principles of the Communicative Approach, emphasizing that language is acquired through communication According to Willis (1998), incorporating tasks shifts away from traditional grammar practices that often hinder learners' ability to communicate effectively These tasks facilitate student interaction and provide essential input, which is crucial for language acquisition Interaction during communicative tasks promotes negotiation of meaning, enhances metalinguistic awareness, and fosters automaticity in language use (Gass, 1997) When students encounter communication challenges, they engage in negotiating meaning, leading to a deeper understanding of the language and bridging the gap between their existing knowledge and the skills needed for effective communication.
2.4.2 The Criteria for Communicative Grammar Task Development
According to Loschky and BleyVroman (1993), the criteria for the development of communicative grammatical tasks are as follows:
• “Structural accuracy in comprehension and production should be made essential to meaning in the task”
• “Communicatively oriented feedback on structural accuracy should be incorporated into the design of the task.” (p 131, 132)
A well-designed communicative grammatical task can incorporate grammar structures that are natural, useful, or essential for task completion When a structure is natural, it is likely to appear in students' output If it is useful, students are more inclined to use it, facilitating the achievement of the task's goal Ultimately, some structures are so essential that the task cannot be completed without them.
2.4.3 The Types of Communicative Grammar Tasks
Loschky and Bley-Vroman categorize communicative grammar tasks into comprehension and production tasks, highlighting dimensions that align with each type These dimensions include the essentialness of the structure for task completion, the control over the language used, and the task's role in restructuring or automatization The nature of the task influences the level of control over language; comprehension tasks allow for easier control of input, while production tasks focus on language output When viewed on a continuum, tasks requiring specific grammatical features necessitate more language control, making them more suited as comprehension tasks Furthermore, comprehension tasks are effective for hypothesis formation and testing, paralleling interpretation tasks suggested by Ellis (1995).
On the opposite end of the spectrum, production tasks often lead to the natural emergence of specific language structures However, there is no guarantee that these structures will be present in students' output, resulting in reduced control over language use during task design Consequently, production tasks primarily serve to automate language structures.
Incorporating feedback is crucial for effective communicative grammatical tasks As noted by the authors, this can be achieved by utilizing information gap tasks, where students must share information to reach a specific goal This approach fosters negotiated interaction, allowing students to receive essential feedback during the learning process.
Consciousness-raising tasks share common characteristics with other educational activities, as they are often designed to enhance students' awareness and typically follow an information gap format However, a key distinction lies in the focus of consciousness-raising tasks, where the grammatical feature serves as the central content of the activity.
The distinction between communicative grammar tasks and traditional grammar exercises is rooted in their differing views on grammar In communicative language learning, grammar serves as a valuable tool for conveying meaning rather than a subject to be learned in isolation Consequently, it is essential for students to gain linguistic knowledge within an environment that enhances all facets of communicative competence.
The communicative grammar tasks developed for this study were structured as production tasks, allowing for controlled use of specific language to ensure the targeted grammatical structures are relevant and beneficial Additionally, these tasks were designed as information gap activities, facilitating opportunities for negotiation and feedback.
2.4.4 The Principles of Communicative Task Design
Task design is crucial in language teaching, requiring teachers to understand the types of tasks that best support learning, whether they emphasize language form or not, and their appropriate difficulty levels for diverse learners To create effective task-based classrooms, educators must develop a clear rationale for task design and consider key elements that contribute to the effectiveness of the tasks.
The Principle of Meaningful Tasks
According to Halliday (1975), learning a foreign language entails acquiring a new system for expressing familiar meanings, as language is inherently contextual and evolves through interaction Consequently, teaching methods that rely solely on isolated vocabulary and patterns are often ineffective in helping learners integrate these elements into their language use Instead, educational materials should prioritize meaningful contexts, enabling learners to first grasp the intended meanings before examining the specific language structures that convey those meanings.
The Principle of Some Focus on Language Form
In the field of applied linguistics, the debate between focusing on form and focusing on meaning is crucial, as both aspects are essential and complement each other rather than oppose It is important to emphasize to learners that successful language use requires a balance between form and function By illustrating how various forms can convey different meanings in diverse contexts, we can enhance their understanding and effectiveness in communication.
When designing tasks or activities in language teaching, it is essential to provide clear guidance for each task and subtask This ensures that learners can effectively understand and use the language during communicative activities A diverse range of task practices enhances the learning experience and facilitates better language acquisition.
While many students learn a new language with minimal emphasis on its structure, research indicates that highlighting key language features can enhance learning outcomes This focus on language form can be achieved through targeted instruction, ensuring that learners not only engage with the language but also understand its typical characteristics.
Through consciousness-raising exercises highlighting frequently used language items, to help learners perceive patterns (Schmidt, 1990), and systematize what they know
Challenging learners to communicate in high-stakes situations, such as public presentations, emphasizes the importance of organizing ideas clearly and ensuring accurate lexical choices, grammar, and pronunciation This need for precision in language use aligns with findings from Labov's 1970 research, highlighting the value of a prestigious language variety in effective communication.
METHODOLOGY
Participants
This chapter is dedicated to the findings and discussions drawn out from the analysis of data
This chapter will be summarised the main points and contents of the thesis and considers some suggestions for possible further research
2.1 The Previous Studies Related to the Thesis
The emergence of communicative methodology in the late 1970s shifted the focus away from formal grammar instruction, suggesting that such teaching could be unhelpful or even harmful This section highlights research that advocates for the integration of grammar within communicative teaching practices.
Lai (2009) investigated the impact of grammar translation methods versus communicative grammar instruction using both quantitative and qualitative research methods Participants were randomly assigned to either a control group, which followed traditional grammar-translation teaching, or an experimental group that engaged in communicative grammar instruction They underwent a pre-test, immediate post-test, and delayed post-test, with the experimental group also completing a survey on their perceptions of the teaching method The quantitative results demonstrated that communicative grammar teaching effectively enhanced university students' learning, while qualitative feedback revealed that students held positive attitudes towards this approach, noting improvements in their communication skills and recognizing English as a vital communication tool Furthermore, students expressed that grammar teaching could be both functional and communicative, rather than solely focused on memorization The study concluded that communicative grammar teaching significantly benefits English grammar learning by facilitating real-life language use through communicative tasks.
A study by Degu (2008) involving sixty randomly selected ninth-grade students examined the effectiveness of teaching grammar communicatively through the integration of form, use, and meaning Participants were divided into a control group, taught using a structural approach, and a treatment group, which received integrative grammar instruction A pretest assessed their initial language performance, and results indicated that the treatment group significantly outperformed the control group in a subsequent communicative grammar posttest The findings highlighted three key points: the integrative method was more effective than the structural method, it facilitated collaborative learning through pair and group work, and it enhanced learners' understanding of grammatical forms' meanings and uses Overall, the study concluded that teaching grammar communicatively by integrating form, meaning, and use is both effective and functional.
In his 2006 study, Pekoz emphasized the importance of integrating grammar into communicative language teaching, proposing a structured approach that encompasses pre, while, and post stages of grammar instruction He argued that grammar should be taught alongside the four language skills, beginning with the pre-grammar stage to prepare learners for new concepts The while-grammar stage focuses on recognizing and contextualizing the new grammar point, while the post-grammar stage aims to apply grammar in practical scenarios and connect it to real-life situations Ultimately, Pekoz concluded that effective grammar teaching should involve meaningful input within context to enhance its applicability in everyday communication.
Nisrane (2008) conducted a study to assess the effectiveness of communicative grammar teaching among tenth graders, focusing on teachers' awareness of teaching grammar in meaningful contexts The research aimed to determine if textbook grammar activities encouraged students to express their ideas in the target language Data was gathered through a questionnaire, and the researcher also observed three grade ten English classes and evaluated the English textbook to see if grammar lessons aligned with communicative language teaching principles The findings revealed that despite teachers' understanding of the fundamental principles of communicative grammar teaching, they did not implement grammar instruction in a communicative manner.
The focus of the grammar instruction was primarily on mechanical drills rather than meaningful, communicative activities, limiting students' opportunities to express their feelings in the target language or apply it in real-life situations Analysis of the grade ten English textbook revealed that a deductive approach predominated in the presentation of most grammar lessons.
In Vietnam, several graduation papers and M.A thesis discussed the importance of Communicative Language Teaching and the difficulties in teaching and learning grammar
In her 2013 study, Ngo Thi Thanh Thu explored the adaptation of grammar lessons in the "Tieng Anh 10" textbook through the lens of the communicative approach The research focused on understanding both students' and teachers' perceptions of incorporating communicative activities in English grammar instruction at upper secondary schools It aimed to present effective techniques for teaching grammatical structures while highlighting the importance of communicative class activities Furthermore, the study emphasized the acquisition of communicative competence over mere linguistic competence in foreign language learning.
In her 2013 study, Do Kieu Anh examined "The Current State of the Art in the Teaching of Grammar at Vietnamese High Schools," highlighting the significance of grammar instruction in EFL classrooms The research addressed critical questions regarding the timing, content, and methods of grammar teaching, revealing that contextual exploration of grammar allows students to construct sentences accurately and communicate effectively The study emphasized that context is essential for students to achieve their communicative goals through the proper use of grammatical resources, ultimately providing practical implications for classroom instruction.
While previous studies have explored grammar teaching and communicative activities, there is a notable lack of research on the impact of communicative grammar tasks in lessons This study aims to address this gap by examining how such tasks enhance students' grammar acquisition and improve their speaking accuracy.
According to Brow (1994), grammar is as a “system of rules, governing the conventional arrangement and relationships of words in a sentence”
Grammar is a fundamental system of syntax that governs the arrangement of words in sentences, as noted by Close (1992) According to Palmer (1971), grammar encompasses the natural use of language in speech rather than a set of rules confined to books Rodman and Fromkin (1978) expand this definition, stating that grammar includes everything speakers understand about their language, including phonology, semantics, and sentence structure Ultimately, grammar can be defined as the study and practice of the rules that dictate how words change form and combine into coherent sentences, as outlined in The Longman Dictionary.
Leech (1982) defines grammar as the mechanism that governs how language functions in communication, characterized by a set of rules for word arrangement They emphasize grammar's central role in connecting sound (phonology) and meaning (semantics), illustrating the interrelationship among these three components.
Grammar encompasses a systematic ambiguity, representing both the explicit theories developed by linguists and the descriptions of a speaker's linguistic competence.
Defining grammar is challenging due to varying perspectives on its parameters, but it is clear that grammar comprises rules that govern language communication Understanding grammar enhances communication, as it encompasses essential components such as phonology, syntax, semantics, and pragmatics.
Exploring the various types of grammar is essential for selecting the most suitable approach that harmonizes meaning, form, and use The nine types of grammar include prescriptive, descriptive, traditional, theoretical, reference, cognitive, structural, transformational-generative, and communicative.
Prescriptive grammar focuses on established rules and forms for language use, as noted by Rajan (1995) It is characterized by fixed guidelines that dictate the correct application of language Woods (1995) further emphasizes that this type of grammar views language rules as unchangeable However, it is important to recognize that what was once deemed grammatically incorrect can evolve over time to be accepted as correct.
Tarifa (2003) states four main features of a descriptive grammar as follows:
- Focuses on the description of grammar constructions
- Attempts to record the facts of linguistic diversity
- Aims at discovering and recording the rules
Similarly, Crystal (1980) affirms that descriptive grammar describes the way language is used without making judgments about the social acceptability of the uses
Data collection instruments
To achieve the study's objectives, the researcher gathered data from three primary sources: questionnaires, classroom observations, interviews, and tests This multifaceted approach is believed to yield more accurate and verifiable results.
This study utilized a survey method involving structured questionnaires designed to align with the relevant subjects The questionnaires were systematically organized to guide respondents effectively toward the study's central theme.
In the middle of the second term, a questionnaire was distributed to students, featuring questions in both Vietnamese and English to ensure clarity and comprehension The primary aim of the questionnaire was to explore students' attitudes toward the use of communicative grammar tasks in their English learning process.
The questionnaire for students (see Appendix 1) includes 10 questions To answer these questions, students are asked to put a tick (√) in the proper column (1.completely agree; 2 agree; 3 disagree; 4 no idea)
Classroom observation was conducted alongside student questionnaires to assess teaching practices and student interactions This process involves recording observations of the teacher's methods and student behaviors, followed by discussions with the teacher for feedback The primary goal is to provide teachers with insights from an objective observer, facilitating context-specific conversations about their teaching strategies This experiential learning approach enables teachers to engage in self-evaluation and reflect on their practices Additionally, it aids the researcher in validating the questionnaire data and gathering more information related to the research questions Observations were carried out in four randomly selected classes, with each class observed during one lesson, while the researcher remained a non-participant, taking notes on the activities of both teachers and students.
An interview was conducted with five teachers from Le Quy Don High School, utilizing English as the medium to encourage participants to comfortably share their opinions and insights.
The questions in the interview were open-ended to get information about the teachers’ attitude toward teaching communicative grammar tasks
This study aimed to evaluate the grammar usage of 10th graders in context The pre-test was sourced from the Cambridge Key English Test (KET) by Collins, while the post-test was selected from the same book but at a different level.
For the experiment, thirty students from classes 10A1 and 10A2 participated in a 45-minute test Group 1 consisted of 15 students (A1 to A15), while Group 2 included another 15 students (B1 to B15) Both groups had similar English proficiency levels, ensuring they met the requirements of the study.
The test comprised five parts designed to assess various language skills Part 1 featured eight signs and five notices, requiring takers to match sentences to the appropriate notices, earning one point for each correct match In Part 2, students read sentences about an event and selected the best word (A, B, or C) for five gaps, with one point awarded for each correct choice Part 3 involved five short conversations where students chose the most suitable response (A, B, or C) for each, again earning one point per correct answer Part 4 presented a passage with ten numbered gaps, where students needed to select the best answer (A, B, or C) for each gap, receiving one point for each correct response Finally, Part 5 contained a letter with ten missing words that students had to complete with appropriate words, earning one point for each correct answer.