A study on how oral practice can change Tran Nguyen Han 10th graders' attitudes towards grammar learning

gs from graph 7 indicate that a large number of students (98.5%) report that their teachers often give meaning and explained the rules of new grammar structures in Vietnamese, and 1.5% of the students say they sometimes use this technique when teachers present a new grammar structure. 100% of the students report their teachers explain the rules of new English grammar structures in English.75% of the students reveal that they are rarely given examples of new structures, 25% of them say they never use this technique. It’s no surprise to know that 100% of the students say their teachers never apply the two techniques “give situations in which the structure is used” and “use structure to talk about the real situation in the classroom or Ss’ life”. e d c b a Graph 8 : Activities students get involved in class to practise new grammar structures. Source : Question 8, pre- experiment questionnaire. Data in graph 8 reveals the activities the students get involved in class to practise new grammar structures and the frequency of doing them. All students (100%) say they often do written grammar exercises in textbook. 93.5% of the students report they often do written grammar exercises in textbook or workbook. Only 6.5% of the students report they sometimes do written grammar exercises in textbook and workbook. 88.5% of the students state they sometimes do written grammar exercises outside textbook and workbook. 11.5% of them reveal that they often do written grammar exercises outside textbook and workbook. None of them say they rarely or never do. It’s quite surprising to see that 100% of the students report they never do grammar practice orally. Graph 9: Students’ expectations. Source : Question 9, pre- experiment questionnaire. Graph 9 illustrates that 100% of the students would feel happy if the teachers change the teaching methods and techniques in presenting and practising new grammar structures. It indicates that the current grammar teaching methods and techniques in presenting and practising new grammar structures of the teachers are very boring and not suitable. Graph 10: Students’ suggestions of changes in teaching methods and techniques. Source: Question 10, Pre- questionnaire. 90% of the students think games should be introduced in the grammar lessons. 80% of them think pair- works. 20% of them think group- works. And 10% of them reveal that they like videos. From these figures, we realize that the students want their grammar lessons more exciting and relaxing. 4.1.1.2. Data analysis of post - questionnaires Graph 11: Oral grammar activities students got involved in. Source: Question 1, post- experiment questionnaire. Indicating the activities they got involved in to practise grammar structures over the experiment period, students don’t vary in their opinions. 100% of them choose “Questions and Answer” (Q & A) and “Role playing”, 95% of them choose “Language games”, 91% of them choose “Drillings with word cues, pictures as prompts”, 90% of them choose “Free discussions”, 87.5% of them choose “Problem solving tasks”. None of the students has other ideas. Graph 12: Ranking oral grammar activities according to students’ preference. Source: Question 2, post- experiment questionnaire. When asked to rank the activities (Drillings with word cues, pictures as prompts; Language games; Problem solving tasks; Questions and Answers; Role playing; Free discussions; Others..), according to their interest and usefulness, all the students (100%) choose “ Language games” and “Q and A”, 95% of the students choose “Free discussions”, 92.5% choose “Role playing”, 85% of the students choose “Problem solving tasks” and no students have other ideas. From the graph 12, we realize that the students like “Language games” and “Q and A” most of all. Graph 13: Frequency of students’ involvement in oral grammar activities. Source: Question 3, post- experiment questionnaire. The survey results in the questionnaire indicate that 95% of the students got involved in practising oral grammar very often, only 5% of them say they often did this. This could reflect that oral grammar practice was used very often over the experiment period. Graph 14: Students’ preference with regard to oral grammar activities organization. Source: Question 4, post- experiment questionnaire. According to the data in graph 14, students’ preference with regard to oral grammar activities organization also sounds very encouraging. 88% of the students asked say that they they don’t like grammar practice to be organized individually at all in their lessons, 12% of them say “not very much”. 87% of them state they don’t like it to be organized in the whole class at all, 13% of them say “not very much”. Of those students, 90% think pair- works are OK, 10% rank them at the degree of very much . 82% of the students like it to be organized in groups very much, 16% of them choose “OK” column, only 1% rank “not very much” and 1% also rank at the degree of “ not at all”. Graph 15: Students’ difficulties when doing grammar practice orally. Source: Question 5, post- experiment questionnaire. When asked if the students have any difficulties when doing grammar practice orally, 90% of the students answer “no”, only 10% of the students find doing grammar practice orally difficult. 10% of them think it makes the class noisy, 7.5% of the students feel embarrassed, 5% of them feel scared. It’s very glad to know that no student is under much pressure when doing grammar practice orally. Graph 16: Students’ opinions of oral grammar activities. Source: Question 6, post- experiment questionnaire. With the new way of teaching English grammar applied in grammar lessons over the last 12 weeks, 100% of the students agree that oral grammar practice is interesting and relaxing, 95% of the students think it is motivating, 90% of them think it is useful. Through these figures, we have right to say that in general oral grammar pracice is useful, interesting and motivating. It is suitable for students to learn grammar at school. Graph 17: The usefulness of oral grammar practice in students’ language learning. Source: Question 7, post- questionnaire. Concerning the usefulness of oral grammar practice in students’ language learning, the overall remark is quite positive. Specifically, 100% of the students say that it helps them understand and memorize grammar structures very much, 90% appreciate its enjoyableness very much, 7% find it OK. However, 3% admit that it doesn’t make grammar lessons more enjoyable at all. Of those students, 90% think it makes them like learning English grammar very much, 10% think OK. The largest number of the students (87%) rank the option “d” at “very much”, 10% choose “OK” column, only 3% choose “not at all”. 85% think it encourages them to co-operate in learning very much, only 15% find it OK. Graph 18: Students’ preference in oral grammar practice. Source: Question 8, post-experiment questionnaire. Showing reference in oral grammar practice, 99% of the students wish to continue getting involved in oral grammar practice in their grammar lessons in the coming time, only 1% of the students have opposite ideas. This proves that there has been an attitudinal changes among students. They have positively attitudinal changes towards grammar learning. Graph 19: Reasons for continuing oral grammar practice in the coming time. Source: Question 9, post- experiment questionnaire. When asked about the reasons why they would prefer to continue getting involved in oral English grammar practice, 99% of the students think because oral grammar practice helps them make progress in learning English structures and feel confident in using them, 90% of the students state that because it makes English grammar lessons more lively, interesting and stimulates them to learn English, 87.5% of the students think because it assists them in improving language knowledge, language skills and working skills. Graph 20: Reasons for not continuing oral grammar practice in the coming time. Source: Question 10, post- experiment questionnaire. There’s no surprise when we know that no student thinks oral grammar practice is difficult for them to use or it doesn’t help them much in memorizing the structures. They want to continue using oral grammar practice in their grammar lessons in the coming time. Only small amount of the students (9%) think they wouldn’t prefer to continue getting involved in oral grammar practice in their grammar lessons in the coming time just because they don’t have to take final oral grammar test. 4.1.2.Comparison of students’ attitudes towards grammar learning between pre- experiment questionnaire and post- experiment questionnaire. According to the results from pre- questionnaire and post questionnaire, we can see that after the treatment, students’ tension reduced due to the effects of oral practice activities. In other words, students’ attitudes have changed positively thanks to oral grammar practice. In pre- experiment questionnaire, 97.5% of the students report that English grammar is necessary for their language learning, and the same amount of students admit that learning grammar at their school is boring. 95.5% of the students say it is stressful. All the students agree that the good teaching method may influence students’ attitudes towards grammar learning. When thinking of the teaching English grammar at their school, 70% of the students reveal that it is not suitable. 98.5% of them report that their teachers present a new English grammar structrure by giving meaning and explain the rules of new grammar structrures in Vietnamese. 100% of them say their teachers never give situations in which the structrure is used and their teachers never use the structure to talk about the real situation in the classroom or students’ life. And all of the students state that they often do written grammar exercises in textbook. 100% of them say they never do grammar practice orally. There’s no surprise when the students all feel happy if their teachers change the teaching methods and techniques in presenting and practising new grammar structrures. In contrast, in pre- experiment questionnaire, 100% of the students say they find pair works or group works, communicative games the most interesting and useful. All the students say oral English grammar is interesting and relaxing and they all agree that it both makes grammar lessons more enjoyable and makes the students like learning English grammar more. 99% of the students would prefer to continue getting involved in oral English grammar practice in their grammar lessons in the coming time.In conclusion, thanks to oral grammar practice, students’ attitudes changed positively. They like to learn English grammar in particular and English in general more. 4.2. Interviews 4.2.1. Pre- treatment interview Fifteen volunteer respondents were selected. The students were asked and answered in three groups in Vietnamese. This was to guarantee the truthfulness of the information in case the students were not confident enough in answering in English or they may get confused in understanding the interview questions. All the interview were audio- taped and transcribed. The full transript of the interview was given in Appendix. 4.2.1.1. Students’ awareness of the importance of grammar All the respondents (100%) emphasize the importance of grammar in their learning. All of them think that English grammar is necessary for their language learning because it is the most basic to help them understand the input and develop different language skills to reach the aim of communication. Without grammar, students can’t understand texts. They agree that making ungrammatical sentences may cause misunderstanding and lead to communication breakdown. 4.2.1.2. Students’ attitudes towards grammar learning Nearly 88% of the respondents strongly agree that grammar learning in class was boring. 33.3% of the students report that “Grammar lessons go on in the same way. The activities are repeated day by day so the lessons are very boring”. On the whole, most students do not like learning grammar. They show negative attitudes towards lessons because grammar teaching doesn’t attract them enough. 4.2.1.3. Students’ opinion of the syllabus. Most students (86%) have negative opinions about the syllabus. They want to leave grammar lessons out of the course although they are all aware of the importance of grammar. As for them, grammar lessons are too theoretical. They want fewer grammar lessons in the syllabus.And grammar lessons should be taught separately. 4.2.1.4. Students’ expectations. The majority of the respondents (93.3%) report that “One way to help students enjoy learning is the proper of teaching style and supporting facilities”. Grammar should be taught more interestingly with different teaching methods. Oral activities such as games, role-plays and high technology in teaching would reduce the tension of learning (Beatty,2003). One student says “Communitive activities should be used in class and written exercises for homework”. All the students (100%) state that the teacher’s teaching methods influence their grammar learning attitudes. All of them also agree that the difficulties they have in English grammar learning are : the teaching methods and their current learning conditions . And they all share the common idea that teachers should change the teaching methods when teaching grammar. 4.2.2. Post- treatment interview After the application of twelve grammar lessons, the post- treatment interviews were given to some students in 4 classes: 10c1, 10c2, 10c3, 10c4. 4.2.2.1. Students’ assessment of oral grammar practice It is interesting to find out that most of the students (89%) have positive attitudes towards English oral grammar practice applied in English grammar lessons. They think it is very useful to them. They like the new teaching method. Grammar teaching is effective because it helped students not only know the rules but also the usage. “It is wonderful. I don’t have to suffer from boring written exercises. I feel pleasant with communitive activities in the lessons. I like learning English more.” Most students have positive assessment of the effects of using communicative activities in grammar lessons. 4.2.2.2. Advantages and disadvantages of oral grammar practice From the result obtained from the post- interview, lots of advantages of oral grammar practice could be found.One concluded that “In comparison with traditional written practice,oral grammar practice has many good points. It helps students study and practise not only grammar but also communicative skills:such as speaking and listening”. All the students agree that oral grammar practice helps students remember easily grammar rules. Students had more chance to take their share of responsibility for their learning, to negotiate and co-operate with each other. Practising grammar through communicative activities, students could get higher achievement in learning. On the other hand, there are also some disadvantages : one interviewee said that “I find it difficult to remember complicated structures such as the present perfect passive. In class, I know the usage but at home I get confused”. It indicates that oral grammar practice doesn’t seem suitable for difficult structures especially for weak students. As they may fail to absorb these difficult structures right in class and may have the feeling of insecurity when not being corrected by the teacher. 4.2.2.3. Changes in students’ attitudes towards grammar learning as the result of oral grammar practice. Oral grammar practice has changed positively students’ attitudes towards grammar. Most students do not find traditional practice exercises interesting at all. They often feel bored and sleepy while doing a lot of written exercises.90% of the students say that they dislike sitting in silence to do exercises. With oral grammar practice, it is quite different. “Learning with pictures, images and games is much more joyful”. 100% of the students preffer the new way of teaching. 4.2.2.4. Students’ favourite grammar practice activities Among the communicative activities, games are considered the most favourable. 100% of the students asked like communicative games in class. Students claim that a best grammar lesson should include games because games require competion. It makes some positive contribution to the students’ motivation. “I like learning through games most.” most students confirmed. And they also like pair works or group works.For students, working in pairs or groups is the second favourable activity because they have more chance to practise grammar structrures in real situations. 4.3. Discussion Based on the result of the data collection and analysis in the previous section, this discussion focuses on the students’ initial attitudes and students’ attitude change towards grammar learning. The discussion reveals the connection between theory and reality to answer two research questions. Question 1: What are the 10th grade students’ attitudes towards grammar learning when traditional teaching methods are used? Question 2: How can oral practice change positively Tran Nguyen Han 10th graders’ attitudes towards English grammar learning ? The answers are: Students have negative attitudes towards grammar learning with traditional methods of teaching. Oral grammar practice has changed positively students’ attitudes towards grammar learning. Firstly, in pre- questionnaire, 70% of the students think that the teacher’s current teaching method is not suitable to the students and 77.5% of the students report that the teacher’s current teaching method is not effective. When talked about their learning English grammar at school, they don’t find it enjoyable and relaxing. Students found grammar lessons boring because they had no opportunities to learn from partner’s strength in a free manner. Therefore, students were often under pressure of fulliling their work.Secondly, after the application of oral grammar practice, students’ attitudes have changed.In post-experiment questionnaire, 100% of the students strongly agree that oral grammar practice in English grammar lessons is very interesting and useful to students. 90% of the students confirm that oral grammar practice makes English grammar lessons more lively, interesting and stimulates them to learn English. Thirdly,the major findings of the pre- interview are coincided with the pre-questionnaire with the idea that students kept initial negative attitudes towards grammar learning. The percentage number of the students in the pre-interview from 83% to 90% agree that they have to suffer from boring and stressful lessons and they think that it is necessary to have a change in grammar learning in the classroom. In pre- experiment interview, we also understand in detail that 86% of the students have negative feelings about grammar learning. At last, most of the students share the same ideas that it is necessary to have a change to turn negative attitudes into positive ones. Lastly, students’ opinions in post-experiment interview also support post-experiment questionnaire. Students emphasize prominent advantages of oral grammar practice. Oral practice facilitates the students in understanding and memorizing grammar structures as well as the usage so their mastery of English grammar in particular and the English language in general can be revealed a fact that for complicated structures, traditional written exercises seem more relevant especially for weak students. All things considered, it’s true that all of the students expect to have grammar learning with oral practice activities in the practice stage in the coming time. In the light of these findings, I would recommend that teachers try to apply oral practice activities in grammar learning, as they increase students’ interests in learning. 4.4. Summary Chapter 4 presents the findings from the questionnaires and interviews. Answers to each question are analyzed and categorized and later compared with or contrasted to findings from the interviews. The discussion on the findings in the last section of this gives answers to the two research questions of the study. CHAPTER V : CONCLUSION 5.1. Summary and conclusion: This research was presented with the aims to investigate the change in students’ attitudes towards grammar learning when grammar was practised orally instead of through written exercises. The research was based on experimental method which the researcher uses to find out the attitude change toward grammar learning during a 12- lesson experiment. The results of the experiment have made it possible to come to the following conclusion: Firstly,oral grammar practice reduces tension and bordom. Students can take part in various activities actively. Also, working in pairs or groups provides an encouraging environment for natural language use. Further more, mistakes can be detected and corrected naturally by students themselves, which surely boosts their cooperation skills as well. Secondly, oral grammar practice increases students’ motivation. Through communicative activities, students are eager to learn. Therefore, they will make progress with higher result. Thirdly, oral grammar practice creates contexts for real and meaningful language use. Students use the language naturally through communicative practice activities in class. These activities not only make the atmosphere of learning more exciting but also provide the students opportunities to use grammar structures in real contexts rather than simply practice them . In addition to this, it seems more effective and better at helping the students remember and use grammar rules than traditional written exercises. All things considered, oral grammar practice is suitable for the 10th form students. Most of the students are more interested in and more attentive to learning grammar because they have comfortable and exciting learning environment. It is hoped that the study may be useful for teachers in teaching grammar to the 10th form students at Tran Nguyen Han High School in particular and to any groups of students of English in general. 5.2. Limitations of the study: Due to the lack of time, the data was only collected through one main instrument, the questionnaire, supported by opinions gathered from short informal interviews with the students. Therefore, the result of this study may only reflect a part of situation of using oral grammar practice in teaching English grammar at the studied school. There are many things that need considering and investigating thoroughly. Mistakes and shortcomings are unavoidable so any comments or extra contributions are welcome. 5.3. Suggestions for further study: Using oral practice in teaching grammar still remains a wide room to study. Further research may focus on other subjects like grade 11 and grade 12 students. As for a field of exploiting oral grammar practice in learning and teaching grammar, the researcher would suggest that research on building an item bank of oral practice exercises for particular course book would contribute to deal with the shortage of applicable materials for teachers. REFERENCES 1.Abelson, R. (1968). Theories of Cognitive Consistency Theory. Chicago: Rand McNally 2. Anderson, R.C.& Pearson, P. D.(1984). Handbook of Reading Research. New York: Longman. 3.Baker, C. (1992). Attitudes and Language. Bristol, PA:Multilingual Matters 4.Beatty, K.(2003).Computer Assisted Language Teaching. In D.Nunan(ed.) Practical English Language Teaching. NewYork: Mc Graw-Hill. 5.Brown, H. Douglas (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentince Hall. 6.Doukas, E.K.(1996).Using Attitudes Scale to Investigate Teachers’ Attitudes to the Communicative Approach.ELT Journal, 50, 3, 187-198. 7.Eagly, A.H.,& Chaiken, S. (1993). 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How languages are learnt. Oxford : Oxford University Press. 27. Littlewood, W. (1981). “Language teaching. An introduction.” Cambridge : Cambridge University Press. 28. Marzano, R. J.et al (1994). Assessing Student Outcome: Performance Assessement Using the Dimentions of Learning. Virginia, Alexandria: Association for Supervision and Curriculum Development. 29. Nunan, D. (1989). APPENDICES Appendix 1: Pre - Experiment questionnaire on English grammar learning The purpose of this research is to investigate students' attitudes towards English grammar learning. All information will be confidential. You do not have to provide your name on this survey. Your response is greatly appreciated. Please tick the option that best describes your opinion. Do you think English grammar is necessary for your language learning? Yes c No c - Why do/ don't you think English grammar is necessary for your language learning ? Agree Disagree English grammar helps combine words into sentences to express ideas, feelings... English grammar assists the learners in memorizing and using the language appropriately in communication. English grammar is essential in developing various language skills to reach the aim of communication. English grammar helps develop the learner's self- confidence in using language. Others, please specify............................................................................... .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. Do you enjoy learning English grammar? Yes c No c If you talk about your learning English grammar at your school, which of the following words most reflect your impression: boring c interesting c stressful c relaxing c enjoyable c Others, please specify... .................................................................................................................................................................................................................................................................................................................................................................................................. 5. What factors do you think may influence your attitudes towards grammar learning? Agree Disagree The difficulty of the English grammar. The suitability of the syllabus. Teachers’ knowledge and proficiency Teaching method Others , please specify............................................................................. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... 6. What do you think about the teaching English grammar at your school ? Agree Disagree Suitable Motivating Effective Others, please specify.............................................................................. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... 7. How do your teachers present a new English grammar structure and how frequently do they use these techniques ? often sometimes rarely never Give meaning and explain the rules of new grammar structures in Vietnamese . Explain the rules of new English grammar structures in English. Give examples of new structures Give situations in which the structure is used Use the structure to talk about the real situation in the classroom or Ss' life. Others , please specify................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. 8. What activities do you get involved in class to practice new grammar structures and how frequently do you do them? Often Sometimes Rarely never Do written grammar exercises in textbook. Do written grammar exercises in textbook and workbook. Do written grammar exercises outside textbook and workbook. Do grammar practice orally. Others , please specify.................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. 9. Would you feel happy if your teacher change the teaching methods and techniques in presenting and practicing new grammar structures? Yes c No c 10.What changes in teaching methods and techniques do you expect from your teacher in grammar lessons? Please, specify................................................................................................... ............................................................................................. ……………………... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Appendix 2: PHIẾU ĐIỀU TRA TIỀN THỬ NGHIỆM VIỆC HỌC NGỮ PHÁP TIẾNG ANH Mục đích của nghiên cứu này nhằm điều tra thái độ của học sinh đối với việc học ngữ pháp tiếng Anh. Toàn bộ thông tin sẽ được bảo mật. Em không cần phải nêu tên mình trong khảo sát này. Câu trả lời của em được đánh giá rất cao. Xin vui lòng tích vào lựa chọn mô tả tốt nhất ý kiến của em. Em có nghĩ rằng Ngữ pháp Tiếng Anh cần thiết cho việc học ngoại ngữ của mình không? Có o Không o - Tại sao em nghĩ/ không nghĩ rằng Ngữ pháp Tiếng Anh cần thiết đối với việc học ngoại ngữ của mình ? Đồng ý Không đồng ý Ngữ pháp Tiếng Anh giúp kết hợp các từ thành một câu nhằm diễn tả những ý kiến, cảm xúc... Ngữ pháp Tiếng Anh trợ giúp người học trong việc ghi nhớ và sử dụng ngôn ngữ một cách thích hợp trong giao tiếp. Ngữ pháp Tiếng Anh rất thiết yếu trong việc phát triển các kỹ năng ngôn ngữ trong giao tiếp. Ngữ pháp Tiếng Anh giúp hình thành sự tự tin của người học trong việc sử dụng ngôn ngữ. Ý kiến khác, xin mời em nêu rõ.............................................................. .............................................................................................................................. .............................................................................................................................. ............................................................................................................................. Em có thích học Ngữ pháp Tiếng Anh không? Có o Không o Về việc học Ngữ pháp Tiếng Anh tại trường mình, em muốn dùng từ nào sau đây để mô tả ấn tượng của mình: Buồn tẻ c Thú vị c Căng thẳng c Thoải mái c Thích thú c Những cảm xúc khác, xin mời em nêu rõ... .................................................................................................................................................................................................................................................................................................................................................................................................. 5. Những yếu tố nào theo em có thể ảnh hưởng đến thái độ của em trong việc học ngữ pháp? Đồng ý Không đồng ý a. Độ khó dễ của ngữ pháp Tiếng Anh b. Sự phù hợp của chương trình học Kiến thức và sự thành thạo ngôn ngữ của giáo viên Phương pháp giảng dạy Ý kiến khác, xin mời em nêu rõ.............................................................. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... 6. Em nghĩ gì về việc dạy Ngữ pháp Tiếng Anh tại trường mình ? Đồng ý Không đồng ý Phù hợp Có động cơ thúc đẩy Hiệu quả Ý kiến khác, xin mời em nêu rõ.............................................................. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... 7. Giáo viên của em giới thiệu cấu trúc ngữ pháp tiếng Anh mới như thế nào và họ có làm như thế thường xuyên không ? thường xuyên thỉnh thoảng hiếm khi không bao giờ Giải nghĩa và giải thích quy tắc của các cấu trúc ngữ pháp mới bằng tiếng Việt. Giải thích quy tắc của các cấu trúc Ngữ pháp mới bằng tiếng Anh. Đưa ra ví dụ về các cấu trúc mới Đưa ra tình huống có sử dụng cấu trúc mới Sử dụng cấu trúc để nói về tình huống thật sự trong lớp hoặc trong đời sống của học sinh. Ý kiến khác, xin mời em nêu rõ................................................................... ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. 8. Em tham gia các hoạt động nào trong lớp nhằm thực hành những cấu trúc ngữ pháp mới và những hoạt động đó có được diễn ra thường xuyên không? Thường xuyên Thỉnh thoảng Hiếm khi Không bao giờ Làm bài tập viết ngữ pháp trong SGK. Làm bài tập viết ngữ pháp trong SGK và sách bài tập. Làm bài tập viết ngữ pháp ngoài SGK và sách bài tập. Thực hành nói ngữ pháp. 9. Em có mong muốn giáo viên thay đổi phương pháp và kỹ năng giảng dạy trong việc giới thiệu và thực hành các cấu trúc ngữ pháp mới không? Có ¨ Không ¨ 10. Em có những đề nghị cụ thể gì về những thay đổi trong phương pháp và kỹ năng giảng dạy của giáo viên đối với các bài học ngữ pháp? Xin mời em nêu rõ........................................................................................... ............................................................................................. ……………………... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Appendix 3: POST- EXPERIMENT QUESTIONNAIRE ON ENGLISH GRAMMAR LEARNING This questionnaire serves the purpose of finding out effective ways of teaching English grammar to 10th form students at Tran Nguyen Han High School. Please answer the questions sincerely and precisely . You do not have to write your name on the questionnaire and all the information is ensured to be kept anonymously and will only be used for the purpose of research. Thank you very much for your cooperation! Could you please tick the options that best describle your choice.You may have more than one choice and if you have other ideas please write in detail in the blank following the alternative “Others”. 1. What activities did you get involved in to practise grammar structures over the last 12 weeks? a. Drilling with word cues, pictures as prompts £ b. Language games £ c. Questions and answers £ d. Problem solving tasks £ e. Role- playing £ f. Free discussions £ g. Others, please specify:______________ 2. Which among the following activities did you find the most interesting and useful? Very OK Not at all a. Drillings with word cues, pictures as prompts b. Communicative games c. Questions and answers d. Problem solving tasks e. Role- playing f. Free discussions g. Others, please specify:______________ 3. How often did you get involved in oral grammar practice? a. Very often c b. Often c c. Sometimes c d. Rarely c 4. How would you like oral grammar practice to be organized in your lessons? Very much OK Not very much Not at all a. Individually b. Pair-works c. Group-works d. Whole class 5. Did you have any difficulties when doing grammar practice orally? Yes c No c If yes, what were the difficulties? a. I felt nervous speaking aloud in public £ b. I couldn’t concentrate because the class was noisy £ c. I didn’t have enough time to fulfil the tasks £ d. I was under much pressure when taking part in it £ e. Others, please specify : _____________________ 6. What do you think of oral English grammar practice ? Very OK Not at all a. Interesting b. Useful c. Motivating d. Boring e. Stressful f. Embarrassing g. Others, please specify : _____________________ 7. How does oral English grammar practice assist you in learning grammar in particular and English in general.? Very much OK Not at all a. It encourages us to co-operate in learning b. It help us to understand and memorize grammar structures more easily. c. It makes grammar lessons more enjoyable d. It gives us opportunities to use English naturally and meaningfully e. It makes me like learning English grammar more f. Others, please specify : _____________________ 8. Would you prefer to continue getting involved in oral English grammar practice in your grammar lessons in the coming time? a. Yes c b. No c If yes, answer question 9. If no, answer question 10 9. Why would you prefer to continue getting involved in oral English grammar practice in your grammar lessons in the coming time ? a. Because oral grammar practice makes English grammar lessons more lively,interesting and stimulates me to learn English. c b. Because oral grammar practice helps me make progress in learning English structures and feel confident in using them. c c. Because oral grammar practice assists me in improving language knowledge, language skills and working skills. c d. Others, please specify : ____________________ 10. Why wouldn’t you prefer to continue getting involved in oral English grammar practice in your grammar lessons in the coming time ? a. Because it’s too difficult for us . c b. It doesn’t help us much in memorizing the structures c c. Because we don’t have to take final oral grammar test. c d. Others, please specify : _____________________ Thank you for your co-operation! Appendix 4: PHIẾU ĐIỀU TRA SAU THỬ NGHIỆM HỌC NGỮ PHÁP TIẾNG ANH Phiếu điều tra này nhằm mục đích tìm ra những phương pháp giảng dạy Ngữ pháp Tiếng Anh hiệu quả đối với học sinh lớp 10 tại trường PTTH Trần Nguyên Hãn. Xin vui lòng trả lời các câu hỏi một cách thành thật và chính xác. Em không cần phải nêu tên mình trong phiếu điều tra này và toàn bộ thông tin sẽ được bảo mật và sẽ chỉ được sử dụng cho mục đích nghiên cứu. Xin cảm ơn em rất nhiều vì sự hợp tác này! Em có thể tích vào những lựa chọn mô tả chính xác nhất sự lựa chọn của mình. Em có thể có nhiều hơn một sự lựa chọn và nếu có những ý kiến khác, xin vui lòng nêu chi tiết trong phầnbỏ trống phía sau chữ "ý kiến khác". 1. Trong 12 tuần vừa qua em đã tham gia vào những hoạt động thực hành cấu trúc ngữ pháp nào trên lớp? a. Luyện tập với những từ gợi ý, những hình vẽ gợi ý £ b. Chơi trò chơi ngôn ngữ £ c. Hỏi và trả lời £ d. Nhiệm vụ giải quyết vấn đề £ e. Nhập vai £ f. Thảo luận tự do £ g. Hoạt động khác, xin mời em nêu rõ:______________ 2. Những hoạt động nào sau đây theo em là thú vị và hữu ích nhất? Rất tốt Tốt Không a. Luyện tập với những từ gợi ý, những hình vẽ gợi ý b. Những trò chơi ngôn ngữ c. Hỏi và trả lời d. Nhiệm vụ giải quyết vấn đề e. Nhập vai f. Thảo luận tự do g. Hoạt động khác, xin mời em nêu rõ:______________ 3. Em có thường xuyên tham gia thực hành nói ngữ pháp không? a. Rất thường xuyên ¨ b. Thường xuyên ¨ c. Thỉnh thoảng ¨ d. Hiếm khi ¨ 4. Em muốn thực hành nói ngữ pháp được tổ chức như thế nào trong bài học của mình? Rất thích Vừa phải Không thích lắm Không thích chút nào a. Cá nhân b. Theo cặp c. Theo nhóm d. Cả lớp 5. Em có gặp khó khăn nào trong việc thực hành nói ngữ pháp không? Có ¨ Không ¨ Nếu có, đó là những khó khăn gì? a. Em cảm thấy hồi hộp khi nói to trước lớp ¨ b. Em không thể tập trung khi lớp ồn ¨ c. Em không có đủ thời gian để hoàn thành bài tập ¨ d. Em cảm thấy bị áp lực khi tham gia thực hành ¨ e. Ý kiến khác, xin mời em nêu rõ : 6. Em nghĩ gì về việc thực hành nói Ngữ pháp Tiếng Anh ? Rất tốt Tốt Không a. Thú vị b. Có ích c. Có động cơ thúc đẩy d. Buồn tẻ e. Nặng nề f. Gây lúng túng g. Ý kiến khác, xin mời em nêu rõ : _____________________ 7. Thực hành nói Ngữ pháp Tiếng Anh giúp ích cho em như thế nào trong việc học ngữ pháp nói riêng và học Tiếng Anh nói chung.? Rất nhiều Vừa phải Không chút nào a. Khuyến khích chúng em hợp tác trong học tập b. Giúp chúng em hiểu và ghi nhớ các cấu trúc ngữ pháp dễ hơn. c. Làm cho các bài học ngữ pháp trở nên thú vị d. Cho chúng em nhiều cơ hội sử dụng tiếng Anh tự nhiên và có ý nghĩa hơn e. Khiến em hứng thú học tiếng Anh hơn f. Ý kiến khác, xin mời em nêu rõ : _____________________ 8. Em có muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong các bài học ngữ pháp của mình trong thời gian tới không? a. Có ¨ b. Không ¨ Nếu có, trả lời câu hỏi số 9. Nếu không, trả lời câu hỏi số 10 9. Tại sao em lại muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong các bài học ngữ pháp của mình trong thời gian tới ? a. Bởi vì thực hành nói ngữ pháp làm cho các bài học ngữ pháp trở nên sinh động, thú vị hơn và khuyến khích em học tiếng Anh nhiều hơn. ¨ b. Bởi vì thực hành nói ngữ pháp giúp em tiến bộ hơn trong việc học các cấu trúc ngữ pháp tiếng Anh và tự tin trong việc sử dụng những cấu trúc này ¨ c. Bởi vì thực hành nói ngữ pháp trợ giúp em bổ sung thêm kiến thức, kỹ năng ngôn ngữ và kỹ năng vận dụng. ¨ d. Ý kiến khác, xin mời em nêu rõ: …………………………………………………… 10. Tại sao em không muốn tiếp tục tham gia thực hành nói ngữ pháp Tiếng Anh trong các bài học ngữ pháp của mình trong thời gian tới ? a. Bởi vì quá khó đối với chúng em. ¨ b. Bởi vì không giúp chúng em nhiều trong việc ghi nhớ các cấu trúc ¨ c. Bởi vì chúng em không phải thi tốt nghiệp nói ngữ pháp. ¨ d. Ý kiến khác, xin mời em nêu rõ : Xin cảm ơn sự cộng tác của các em! Appendix 5: PRE-EXPERIMENT INTERVIEW 1.Do you think English grammar is necessary for your language learning? Why ? Why not? Does grammar learning help you use English better? 2.What do you think of English grammar teaching and learning at your school? - As for you, is it necessary to have a change in grammar learning in the classroom? What should be changed ? How should it / they be changed ? - Supposed that English grammar teaching is not included in the syllabus, do you agree with this decision ? Why ? Why not ? 3. Do you like your grammar lessons ? Why ? Why not ? 4. In your opinion, which factors influence your grammar learning attitudes? - Your teacher’s teaching methods - Your teacher’s English proficiency - Current teaching and learning conditions - Textbook and exercise book ( suitable or not suitable ? ) 5. What difficulties do you have in English grammar learning ? Appendix 6: PHỎNG VẤN TIỀN THỬ NGHIỆM 1.Em có nghĩ rằng ngữ pháp Tiếng Anh cần thiết cho việc học tiếng của mình không? Tại sao có ? Tại sao không ? Học ngữ pháp có giúp em học tiếng Anh tốt hơn không? 2.Em nghĩ gì về việc dạy và học tiếng Anh tại truờng mình? - Theo ý kiến của em, có cần thiết phải thay đổi cách học ngữ pháp trên lớp không? Phải thay đổi những gì? Thay đổi như thế nào? - Giả sử việc dạy ngữ pháp Tiếng Anh không có trong chương trình học, em có đồng ý với quyết định này không? Tại sao có? Tại sao không? 3. Em có thích những bài học ngữ pháp của mình không? Tại sao có? Tại sao không? 4. Theo ý kiến của em, những yếu tố nào có ảnh hưởng đến thái độ học ngữ pháp của em? - Phương pháp giảng dạy của giáo viên - Sự thành thạo trong sử dụng tiếng Anh của giáo viên - Những điều kiện dạy và học hiện tại - Các SGK và sách bài tập (phù hợp hay không phù hợp? ) 5. Em đã gặp những khó khăn gì trong việc học ngữ pháp Tiếng Anh? Appendix 7: POST-EXPERIMENT INTERVIEW 1.What do you think of English oral grammar practice applied in your English grammar lessons over the last 12 weeks ? - What are the advantages and disadvantages of English oral grammar practice in comparison with traditional written practice ? 2.Do you have any changes in your attitudes towards English grammar learning through practising grammar orally? If yes, what are the changes? If not, why not ? 3. What oral practice activities did you get involve in over the last 12 weeks ? - drillings with word cues, pictures as prompts - language games in class - communicative games outside class - questions and answers - pair works or group works - role playing - free discussions and problem solving tasks 4. Which activities did you find the most interesting and/or the most useful in acquiring new grammar structure? Why do you think they are the most interesting and/or most useful for your grammar learning? 5. Do you have any suggestions to make your learning better and more enjoyable? Appendix 8: PHỎNG VẤN SAU THỬ NGHIỆM 1. Em nghĩ gì về việc áp dụng thực hành nói ngữ pháp trong những bài học ngữ pháp Tiếng Anh của em suốt 12 tuần vừa qua? - Đâu là những thuận lợi và hạn chế của việc thực hành nói tiếng Anh khi so sánh với phương pháp thực hành viết truyền thống ? 2. Em có sự thay đổi nào trong thái độ học ngữ pháp Tiếng Anh của mình thông qua việc thực hành nói ngữ pháp không? Nếu có, là những thay đổi gì? Nếu không, tại sao? 3. Những hoạt động thực hành nói ngữ pháp nào em đã tham gia trong hơn 12 tuần qua? - Luyện tập với những từ gợi ý, những tranh vẽ gợi ý - Tham gia những trò chơi ngôn ngữ trên lớp - Tham gia những trò chơi ngôn ngữ ngoài lớp học - Hỏi và trả lời - Luyện tập theo cặp hoặc theo nhóm - Nhập vai - Thảo luận tự do và làm bài tập giải quyết vấn đề 4. Những hoạt động nào em thấy là thú vị nhất và/hoặc hữu ích nhất trong việc tiếp thu cấu trúc ngữ pháp mới? Tại sao em nghĩ rằng những hoạt động đó là thú vị và/hoặc hữu ích nhất đối với việc học ngữ pháp của mình? 5. Em có ý kiến gì bổ sung giúp cho việc học tập trở nên tốt hơn và thú vị hơn không?