Download miễn phí Luận văn A study on how oral practice can change TNH 10th graders' attitudes towards grammar learning
TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF GRAPHS vi
LIST OF ABBREVIATIONS vii
CHAPTER I - INTRODUCTION 1
1.1. Rationale 1
1.2. Aims of the study 3
1.3. Research questions 3
1.4. Scope of the study 3
1.5. Significance of the study 3
1.6. Outline of the study 3
CHAPTER II- LITERATURE REVIEW 5
2.1. Attitudes 5
2.1.1. Definition of attitude 5
2.1.2. Attitude change 6
2.2. The role of attitudes in language learning 7
2.3. Ways that Giúp to change students’ attitudes 8
2.3.1. Oral grammar practice creating teaching techniques 8
2.3.2. Narrowing the gap between teaching style and learning style 9
2.4. Grammar teaching from a CLT perspective 10
2.5. The role of oral grammar practice in grammar teaching 12
2.5.1. Definition of oral grammar practice 12
2.5.2. Classification of oral practice activities in teaching and learning grammar 13
2.6. Conclusion 23
CHAPTER III : METHODOLOGY 24
3.1. Study design 24
3.2. Research questions 24
3.3. Subjects of the study 24
3.4. Data collection instruments 25
3.4.1. Questionnaires 25
3.4.2. Interviews 26
3.5. Study procedures 26
3.6. Data analysis 27
CHAPTER IV- DATA ANALYSIS AND DISCUSSION 28
4.1.Questionnaires 28
4.1.1. Data analysis of the students’ experiment questionnaires 28
4.1.2. Comparison of students’ attitudes towards grammar learning between pre- experiment questionnaire and post- experiment questionnaire. 41
4.2. Interviews 42
4.2.1. Pre- treatment interview 42
4.2.2. Post- treatment interview 43
4.3. Discussion 44
4.4. Summary 45
CHAPTER V : CONCLUSION 46
5.1. Summary and conclusion: 46
5.2. Limitations of the study: 46
5.3. Suggestions for further study: 47
REFERENCES I
APPENDICES III
Appendix 1: Pre - experiment questionnaire on English grammar learning III
Appendix 2: Phiếu điều tra tiền thử nghiệm việc học ngữ pháp tiếng Anh VI
Appendix 3: Post - experiment questionnaire on English grammar learning X
Appendix 4: Phiếu điều tra sau thử nghiệm học ngữ pháp tiếng Anh XIII
Appendix 5: Pre - experiment interview XVI
Appendix 6: Phỏng vấn tiền thử nghiệm XVII
Appendix 7: Post - experiment interview XVIII
Appendix 8: Phỏng vấn sau thử nghiệm XIX
STUDENT A : The tired old lady is crossing the quiet street now.
STUDENT B : The boy is crossing the main busy street at the moment.
* Deletions
Deletions are the reverse of expansions.
Example : Delete the negative elements in the following sentences, making any necessary changes.
CUE : We don’t like coffee.
RESPONSE: We like coffee.
CUE : He didn’t leave.
RESPONSE : He left.
e.Response practice:
We all know that all oral exercises are forms of response practice . In the particular types referred to here, question- answer or answer- question procedures are used. Response practice can be devided into three sub- classes:
* Question- answer practice :
Students can practise the structure of questions through conversion exercises. This type of exercise is useful for such things as forms and uses of tenses, pronouns and cleft sentences, which make clear information focus. It’s usually associated with a picture, slide, or film reading material, film, some project or activity, or a game.
Example : Students have been reading about or viewing a film of the adventures of a group of young people in Boston. Through this conversation, a lot of situations can be created in the classroom for both asking questions and obtaining answers.
Q. Why didn’t they come home before midnight?
A . They didn’t come home because there were fireworks over the
river. It was the Fourth of July.
Q. Do you often stay out late at night ?
A. No, I go home early because I’m always hungry.
* Answer- question practice:
Answer- question practice takes place when the teacher, or a student, has the answer and the others have to find out what it is. This kind of exercise happens naturally and excitingly in such games as Twenty Questions, Who and What. In this game, a student thinks of someone or something . The players, by asking questions to which A may reply only yes or no, narrow the field of possibilities until they are able to guess the person or object in questions .Before the game is lost , twenty questions may be asked only.
* Rejoinders :
In English and in other languages, there are conventional ways of responding to the utterances of others which ease social relations and make communication less effortful : ways of agreeing, disagreeing, expressing surprise, astonishment, pleasure,…These responses are often not taught in any systematic way to students of English . Some rejoinders will be learned incidentally because teachers will use them very often , others can be practised in an oral exercise from time to time .
Example : Listen to the following sentences and respond to each with an appropriate rejoinder or exclamation.
CUE: Good bye and see you at the cafe’ near the school.
RESPONSE : ok
f. Translation exercises :
River and Temperly indicate that translation exercises have slipped into disfavor lately. This is not because translation itself is reprehensible. In fact, it is a natural process with many practical uses.
Oral translation drills can be useful where the students learning English share the same first- language background. A series of sentences in the native language is given to elicit rapid formulation of the English equivalents. We may design the series in order to elicit a series of utterances in a tense being practised. (e.g., she’s leaving, we are reading, they are singing, etc.. ).
Briefly, such kinds of oral practice are very structured way to introduce students to a new grammatical item. However, most of the oral drills tend to be mechanical and less communicative as requires little free communication from students.
2.5.2.2. Personalized activities
This activity is made in a way that students practise grammar while being required to talk about themselves in an involved way at the same time. Teachers ask students to discuss things that affect their personality and to use this subject matter as focus for their grammar practice . In order to make practice drill more involving , teachers can get students to contribute something of their own with teachers’ instructions and encouragement.
Example : Students are practising the present progressive tense . They work in groups and one after the other has to say something which is happening at the moment of speaking
-> This is Kim Anh. She is talking in class now.
-> This is Minh Quan. He isn’t talking now. He is drawing.
This activity is named chain drill, it is not very mechanical. For this activity, students can practise the form of a grammatical item they have just learned.
2.5.2.3. Interactive activities
One of the problems, as mentioned earlier, about drills is that they are fairly monotonous. Some ways must be found to make controlled language practice more enjoyable and more meaningful , one of which is by using interactive activities . These are designed in such a way that students work together , exchanging information in a purposeful and interesting way . The following example of using charts can illustrate an interactive activity :
Example : Students have to write down one of their classmate’s name. Then they ask that student the following questions:
What’s your favourite T V programme ?
When did you last see your favourite T Vprogramme ?
How often do you see your favourite T V programme ?
Students can move round the classroom asking as many classmates as possible these questions and fill in the chart with their answers. After finishing the survey, students can report the findings.
2.5.2.4. Games
Without games in class , lessons can’t be attractive to students. Games can be an integrated part of the teaching syllabus. At any stage of language teaching process –when teaching new language items (presentation, controlled practice, communicative practice, or consolidation) or when revising previously presented language items ,teachers can use games ,provided that they are suitable to each stage’s purposes.
Students can gradually realize the English grammar structures by doing games- like activities. During the lesson, students can explore the context and discover the new language rules themselves. Students have many chances to play games- to practise communicating through oral activities. If the topics of the game chosen are suitable and interesting , students can take part in the lesson more actively and enthusiastically and thus find the grammar lesson very useful to them.
For example: In Unit one- A DAY IN A LIFE OF…- Writing period (sgk lớp 10 –ban cơ bản).
Teacher (T) warms students (Ss) up by having them play a game called Noughts and Crosses . T divides the whole class into 2 groups : Noughts and Crosses. T puts the poster on the table. Ss look at the poster :
At first
before
then
in the end
since then
after that
after
as soon as
until
till
while
at that time
one day
when
finally
therefore
T asks Ss to choose word by word in the cells and make sentences with each word. The 2 groups take turns to choose word by word to make sentences. A correct sentence gets one O or X . The group with 3 O or X vertically, horizontally, or diagonally first will be the winner. Of course, the sentences they make must be grammatically correct and make sense. After finding out the winner, T stops the activity and gives feedback.
The game not only helps Ss to practise a grammatical item but also creates a relaxing environment and motivation for them to do the practice effectively.
In summary, when grammar is taught with oral practice activities and used as a means of communication rather than as a means for correcting the mechanics and accuracy of sentences, it becomes more purposeful so there is a more motivating focus for classroom learning. Students are more interested in learning English. As the result, they will acquire more knowledge of English grammar .It means that oral English grammar practice brings positive attitudes towards learning English grammar.
2.6. Conclusion
Briefly, this presents the literature related to the study. Not only the definition, the role of attitudes as well as the factors influencing students’ attitudes towards English grammar learning, but also Communicative Language Teaching and oral grammar practice are also viewed to figure out the most suitable techniques for effective English grammar teaching. Applying these techniques, the researcher wishes to discover how they can change Tran Nguyen Han High School students’ attitudes towards grammar learning. The following will focus on the research methodology .
CHAPTER III : METHODOLOGY
In the preceding , the literature on the research t...
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TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF GRAPHS vi
LIST OF ABBREVIATIONS vii
CHAPTER I - INTRODUCTION 1
1.1. Rationale 1
1.2. Aims of the study 3
1.3. Research questions 3
1.4. Scope of the study 3
1.5. Significance of the study 3
1.6. Outline of the study 3
CHAPTER II- LITERATURE REVIEW 5
2.1. Attitudes 5
2.1.1. Definition of attitude 5
2.1.2. Attitude change 6
2.2. The role of attitudes in language learning 7
2.3. Ways that Giúp to change students’ attitudes 8
2.3.1. Oral grammar practice creating teaching techniques 8
2.3.2. Narrowing the gap between teaching style and learning style 9
2.4. Grammar teaching from a CLT perspective 10
2.5. The role of oral grammar practice in grammar teaching 12
2.5.1. Definition of oral grammar practice 12
2.5.2. Classification of oral practice activities in teaching and learning grammar 13
2.6. Conclusion 23
CHAPTER III : METHODOLOGY 24
3.1. Study design 24
3.2. Research questions 24
3.3. Subjects of the study 24
3.4. Data collection instruments 25
3.4.1. Questionnaires 25
3.4.2. Interviews 26
3.5. Study procedures 26
3.6. Data analysis 27
CHAPTER IV- DATA ANALYSIS AND DISCUSSION 28
4.1.Questionnaires 28
4.1.1. Data analysis of the students’ experiment questionnaires 28
4.1.2. Comparison of students’ attitudes towards grammar learning between pre- experiment questionnaire and post- experiment questionnaire. 41
4.2. Interviews 42
4.2.1. Pre- treatment interview 42
4.2.2. Post- treatment interview 43
4.3. Discussion 44
4.4. Summary 45
CHAPTER V : CONCLUSION 46
5.1. Summary and conclusion: 46
5.2. Limitations of the study: 46
5.3. Suggestions for further study: 47
REFERENCES I
APPENDICES III
Appendix 1: Pre - experiment questionnaire on English grammar learning III
Appendix 2: Phiếu điều tra tiền thử nghiệm việc học ngữ pháp tiếng Anh VI
Appendix 3: Post - experiment questionnaire on English grammar learning X
Appendix 4: Phiếu điều tra sau thử nghiệm học ngữ pháp tiếng Anh XIII
Appendix 5: Pre - experiment interview XVI
Appendix 6: Phỏng vấn tiền thử nghiệm XVII
Appendix 7: Post - experiment interview XVIII
Appendix 8: Phỏng vấn sau thử nghiệm XIX
STUDENT A : The tired old lady is crossing the quiet street now.
STUDENT B : The boy is crossing the main busy street at the moment.
* Deletions
Deletions are the reverse of expansions.
Example : Delete the negative elements in the following sentences, making any necessary changes.
CUE : We don’t like coffee.
RESPONSE: We like coffee.
CUE : He didn’t leave.
RESPONSE : He left.
e.Response practice:
We all know that all oral exercises are forms of response practice . In the particular types referred to here, question- answer or answer- question procedures are used. Response practice can be devided into three sub- classes:
* Question- answer practice :
Students can practise the structure of questions through conversion exercises. This type of exercise is useful for such things as forms and uses of tenses, pronouns and cleft sentences, which make clear information focus. It’s usually associated with a picture, slide, or film reading material, film, some project or activity, or a game.
Example : Students have been reading about or viewing a film of the adventures of a group of young people in Boston. Through this conversation, a lot of situations can be created in the classroom for both asking questions and obtaining answers.
Q. Why didn’t they come home before midnight?
A . They didn’t come home because there were fireworks over the
river. It was the Fourth of July.
Q. Do you often stay out late at night ?
A. No, I go home early because I’m always hungry.
* Answer- question practice:
Answer- question practice takes place when the teacher, or a student, has the answer and the others have to find out what it is. This kind of exercise happens naturally and excitingly in such games as Twenty Questions, Who and What. In this game, a student thinks of someone or something . The players, by asking questions to which A may reply only yes or no, narrow the field of possibilities until they are able to guess the person or object in questions .Before the game is lost , twenty questions may be asked only.
* Rejoinders :
In English and in other languages, there are conventional ways of responding to the utterances of others which ease social relations and make communication less effortful : ways of agreeing, disagreeing, expressing surprise, astonishment, pleasure,…These responses are often not taught in any systematic way to students of English . Some rejoinders will be learned incidentally because teachers will use them very often , others can be practised in an oral exercise from time to time .
Example : Listen to the following sentences and respond to each with an appropriate rejoinder or exclamation.
CUE: Good bye and see you at the cafe’ near the school.
RESPONSE : ok
f. Translation exercises :
River and Temperly indicate that translation exercises have slipped into disfavor lately. This is not because translation itself is reprehensible. In fact, it is a natural process with many practical uses.
Oral translation drills can be useful where the students learning English share the same first- language background. A series of sentences in the native language is given to elicit rapid formulation of the English equivalents. We may design the series in order to elicit a series of utterances in a tense being practised. (e.g., she’s leaving, we are reading, they are singing, etc.. ).
Briefly, such kinds of oral practice are very structured way to introduce students to a new grammatical item. However, most of the oral drills tend to be mechanical and less communicative as requires little free communication from students.
2.5.2.2. Personalized activities
This activity is made in a way that students practise grammar while being required to talk about themselves in an involved way at the same time. Teachers ask students to discuss things that affect their personality and to use this subject matter as focus for their grammar practice . In order to make practice drill more involving , teachers can get students to contribute something of their own with teachers’ instructions and encouragement.
Example : Students are practising the present progressive tense . They work in groups and one after the other has to say something which is happening at the moment of speaking
-> This is Kim Anh. She is talking in class now.
-> This is Minh Quan. He isn’t talking now. He is drawing.
This activity is named chain drill, it is not very mechanical. For this activity, students can practise the form of a grammatical item they have just learned.
2.5.2.3. Interactive activities
One of the problems, as mentioned earlier, about drills is that they are fairly monotonous. Some ways must be found to make controlled language practice more enjoyable and more meaningful , one of which is by using interactive activities . These are designed in such a way that students work together , exchanging information in a purposeful and interesting way . The following example of using charts can illustrate an interactive activity :
Example : Students have to write down one of their classmate’s name. Then they ask that student the following questions:
What’s your favourite T V programme ?
When did you last see your favourite T Vprogramme ?
How often do you see your favourite T V programme ?
Students can move round the classroom asking as many classmates as possible these questions and fill in the chart with their answers. After finishing the survey, students can report the findings.
2.5.2.4. Games
Without games in class , lessons can’t be attractive to students. Games can be an integrated part of the teaching syllabus. At any stage of language teaching process –when teaching new language items (presentation, controlled practice, communicative practice, or consolidation) or when revising previously presented language items ,teachers can use games ,provided that they are suitable to each stage’s purposes.
Students can gradually realize the English grammar structures by doing games- like activities. During the lesson, students can explore the context and discover the new language rules themselves. Students have many chances to play games- to practise communicating through oral activities. If the topics of the game chosen are suitable and interesting , students can take part in the lesson more actively and enthusiastically and thus find the grammar lesson very useful to them.
For example: In Unit one- A DAY IN A LIFE OF…- Writing period (sgk lớp 10 –ban cơ bản).
Teacher (T) warms students (Ss) up by having them play a game called Noughts and Crosses . T divides the whole class into 2 groups : Noughts and Crosses. T puts the poster on the table. Ss look at the poster :
At first
before
then
in the end
since then
after that
after
as soon as
until
till
while
at that time
one day
when
finally
therefore
T asks Ss to choose word by word in the cells and make sentences with each word. The 2 groups take turns to choose word by word to make sentences. A correct sentence gets one O or X . The group with 3 O or X vertically, horizontally, or diagonally first will be the winner. Of course, the sentences they make must be grammatically correct and make sense. After finding out the winner, T stops the activity and gives feedback.
The game not only helps Ss to practise a grammatical item but also creates a relaxing environment and motivation for them to do the practice effectively.
In summary, when grammar is taught with oral practice activities and used as a means of communication rather than as a means for correcting the mechanics and accuracy of sentences, it becomes more purposeful so there is a more motivating focus for classroom learning. Students are more interested in learning English. As the result, they will acquire more knowledge of English grammar .It means that oral English grammar practice brings positive attitudes towards learning English grammar.
2.6. Conclusion
Briefly, this presents the literature related to the study. Not only the definition, the role of attitudes as well as the factors influencing students’ attitudes towards English grammar learning, but also Communicative Language Teaching and oral grammar practice are also viewed to figure out the most suitable techniques for effective English grammar teaching. Applying these techniques, the researcher wishes to discover how they can change Tran Nguyen Han High School students’ attitudes towards grammar learning. The following will focus on the research methodology .
CHAPTER III : METHODOLOGY
In the preceding , the literature on the research t...
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