ii ABSTRACT The minor thesis is concerned with “ The appropriateness of CLT focus on form instruction to high school students at To Hien Thanh School” It is aimed at finding out the appropriateness of teaching grammar in the light of CLT to students at To Hien Thanh high school in general and students of grade 11 here in particular The objectives of study are to investigate contextual factors affecting the application of CLT focus on form instruction to students; to evaluate contextual appropriateness of the focus on form approach then to give some suggestions and some solutions of teaching method to bring about better results in CLT English language teaching and learning To achieve the aims and the objectives of the thesis, many references were selected, read and filtered for information The author used Survey questionnaires for teachers and 100 students at To Hien Thanh high school, Class observation, Post-observation interviews All the data collected were consolidated and categorized The results were analyzed and presented in forms of tables and figures The observational notes were jotted down to provide the findings in form of reflections The minor thesis consists of three parts and three chapters Part I is introduction It provides a general overview of the study with specific references to the rationale, the aims and the objectives of study, research questions, research methods, context of study, data collection method, scope of study, purpose and significance of study Part II is development Part II consists of three chapters: Chapter I, Literature review, is concerned with definitions and concepts of the terms: Focus on Form vs Focus on Forms, Contextual Appropriateness of teaching methods Chapter II, Research methodology, introduces context of study, methodology, survey instruments, data analysis Chapter III, Findings and discussion, is devoted to a detailed description of findings and the discussion In this chapter, explanation and interpretation of the findings are explored Part III, conclusion, gives a conclusion, recommendations, limitations of the study and then gives some suggestions for further study iii TABLE OF CONTENTS Page PART I: INTRODUCTION 1.Rationale………………………………………………………………………………… Aims and objectives of study……………………………………………………………2 Research questions………………………………………………………………………2 Research method……………………………………………………………………… Context of study…………………………………………………………………………3 Data collection method………………………………………………………………… Scope of the study…………………………………………………………………… 8.Purpose and Significance of study………………………………………………… … Design of the study…………………………………………………………………… PART II - DEVELOPMENT CHAPTER I: LITERATURE REVIEW……………………………………………… I.1 Focus- on- forms vs Focus- on- form……………………………………………… I.1.1 Focus on forms……………………………………………………………….7 I.1.2 Focus on form……………………………………………………………… I.2 Contextual Appropriateness of teaching methods………………………………….9 CHAPTER II: RESEARCH METHODOLOGY II.1 Context of study…………………………………………………………………… 10 II.1.1 The syllabus……………………………………………………………… 10 II.1.2 The participants……………………………………………………… .10 II.1.3 Textbook……………………………………………………………………11 II.1.4 The Socio-cultural environment 13 II Methodology……………………………………………………………………… 13 II The survey instruments…………………………………………………… 13 II.3.1 The questionnaires 13 II.3.2 Classroom observation………………………………………………… 14 II.3.3 The post-observation interviews with two teachers………………….…….15 II.4.Data analysis……………………………………………………………… …… 15 II.5 Summary………………………………………………………………………… 16 CHAPTER III: THE FINDINGS AND DISCUSSION iv III.1 Findings and discussions………………………………………………………… 17 III.1.1 The findings from survey questionnaires and discussion…………………17 III.1.2 The findings from classroom observation and discussion…………………25 III.1.3 The findings from post-observation interviews and discussion………… 29 III.2 Summary………………………………………………………………… ……….31 PART III: CONCLUSION Conclusion .33 Suggestions…………………………………………………… ………………………34 Limitations of the study…………………………………………………………… 34 Recommendation for further study………………………………………………… 35 REFERENCES………………………………………………………………………… I APPENDIXES……………………………………………………………………… III Appendix I Survey questionnaire for teachers.……………………………… III Appendix II Survey questionnaire for students .IV Appendix III Two lesson plans……………………………………………….….VI Appendix IV Interviews…………………………………………………………XII v LIST OF ABBREVIATIONS CLT Communicative Language Teaching ELT English Language Teaching GCSE General Certificate of Secondary Education L1 First Language L2 Second Language vi LIST OF TABLES Number of table Name Page Table Teachers’ teaching experience 19 Table Teacher’s opinions about the role of grammar in teaching English 20 Table Teacher’s opinions about the purpose of grammar in teaching English 21 Table Teacher’s ways of teaching grammar 22 Table Teacher’s ways of correcting students’ mistakes while teaching grammar 23 Table Students’ opinions about grammar lessons at school 24 Table Students’ opinions about the effectiveness of the ways of learning grammar 25 Table The activities you enjoy taking part in when learning grammar 27 Table The ways students want their teacher to correct their mistakes 28 PART I : INTRODUCTION Rationale There is no doubt that English has been used as a tool of communication among native speakers as well as non-native ones No one can deny the important role of English in every field of life Nowadays, the demand for learning English is increasing in Vietnam People learn English for many purposes, such as getting jobs in foreign companies, studying abroad, communicating in English with foreigners, passing exams, etc Learning English now is not only an interest but also a practical need for many people Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam Nowadays, teacher not only transfers knowledge but also guides, organizes students’ learning activities The aim of language teaching is to help students understand language as well as use it actively in real life; after a language lesson, students can communicate in English To reach these purposes teachers have to try a lot In fact, at To Hien Thanh high school, teaching English grammar in the light of communication has some problems, such as students’ levels, teachers’ methods, facilities, textbooks, etc Students here are almost bad at English They are lack of knowledge of English: vocabulary, grammar They spend little time on learning English They pay more attention to learning natural science subjects: Maths, Physics, Chemistry Because of students’ bad attitude to learning English, the teachers of English at To Hien Thanh high school have many difficulties in applying communicative language teaching Further more, facilities here are not good There are no cassettes to teach listening When teaching listening lessons, teachers have to read tape scripts Students have no chance to practice English in real life, no chance to listen to English from native speakers Besides those reasons, textbook is also a difficult problem for students at To Hien Thanh high school Most tasks in textbooks Tieng Anh 10, 11, 12 are in the light of communication Those tasks give students situations to practise English and require them to use English actively It is very good for students to learn and practise , but for students at To Hien Thanh high school, it is a problem In Vietnam each school year has two semesters Students of secondary schools have at least three English lessons per week They have to take four or five written tests and only one oral test per semester Furthermore, what they learned at secondary school is little In English lessons of high school, teacher almost starts from basic structures and the simplest knowledge With the experience of 18 years working as a teacher of English and of 14 years teaching English at To Hien Thanh high school, the author always concerns with how to help students learn English better, how to motivate them in learning English and how to reach the aim of teaching English in the light of communication Those are the questions the author always thinks of Successful application of CLT requires certain conditions such as class size, language environment, facilities, teachers’ facilitative role, students’ active role, textbook, etc Those things can not be all met in the context of English teaching and learning at To Hien Thanh high school The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at To Hien Thanh high school in particular For the above reasons, in this minor thesis, The author intends to investigate the appropriateness of focus on form instruction in the light of CLT to high school students at To Hien Thanh high school then to give some suggestions to make English teaching and learning activities at To Hien Thanh high school more communicative The author hopes that this study will have some contribution to improving the application of CLT in ELT in general, English grammar teaching in particular at To Hien Thanh high school Aim and objectives of study The aim of the study is to find out the appropriateness of focus on form instruction in the light of CLT to high school students at To Hien Thanh school The objectives of study are: First, to investigate contextual factors affecting the application of focus on form approach at To Hien Thanh high school Second, to evaluate contextual appropriateness of the focus on form approach at To Hien Thanh high school Last, to give some suggestions and some solutions of teaching method so that applying CLT in teaching and learning English at To Hien Thanh high school has good results and effectiveness 3 Research questions: To achieve the aims and the objectives of the thesis, the following research questions were proposed: To what extent is focus on form instruction used at To Hien Thanh high school ? How appropriate is focus on form instruction to students at To Hien Thanh high school ? What should teachers to bring about better results in CLT English language teaching and learning? Research method In order to explore the appropriateness of focus on form instruction to high school students at To Hien Thanh high school the main methods utilized in this study are Survey questionnaires for teachers and students, Class observation, Post-observation interviews with two teachers To carry out the study, many references were selected, read and filtered for information With the aim of increasing validity and reliability of the data collected the author used the following instruments: Questionnaires: to find out the ways of teaching and learning grammar at To Hien Thanh high school, then to find out the contextual appropriateness of teaching methods + Questionnaire for students: to investigate students’ real situation of learning English and to explore their expectation in learning English + Questionnaire for teachers: to get teachers’ opinions about the ways they teach grammar lessons Classroom observation: to clarify and test the validity of information about teaching grammar in the light of communication The author did not observe lessons of all teachers but only two of them who are on behalf of two teaching styles Post-observation interviews with two teachers: the author conducted two interviews with two teachers whose lessons had been observed to get better insights into teachers’ perceptions and attitudes toward teaching grammar in the light of CLT Context of study 5.1 The syllabus In this part, only the syllabuses for students of grade 11 are mentioned 5.2 The participants There are two groups of subjects in this study: The first group: teachers of English at To Hien Thanh high school They are at the ages of from 33 to 41 with from to 18 years working as teachers of English The second group: 100 students of grade 11 at To Hien Thanh high school They are from17 to18 years old 5.3 The textbook In this study, the author intends to survey only students of grade 11, so the textbook the author considered in this study is Tieng Anh 11 in order to find out whether the tasks in this textbook are appropriate to students of grade 11 at To Hien Thanh high school 5.4 The Socio-cultural environment In this part the author mentions to the Socio-cultural environment in Vietnam in general and at To Hien Thanh high school in particular Data collection method All the data collected from questionnaire for teachers, questionnaire for students, classroom observation, post-observation interviews with two teachers were consolidated and categorized The results were analyzed and presented in forms of tables and figures The observational notes were jotted down to provide the findings in form of reflections Scope of the studyThe study only focuses on teaching and learning grammar in the light of communicative language teaching at To Hien Thanh high school The subjects of the study are students of grades 11 and teachers of English at this school 8.Purpose and Significance of studyThis study is carried out to find out the appropriateness of focus on form instruction to high school students at To Hien Thanh School Successful application of communicative language teaching in teaching grammar not only helps teachers and students in teaching and learning grammar more actively and more effectively but also helps change the students’ learning style from passive to much more active This project can be significant in a number of ways It helps to identify the appropriateness of teaching grammar in the light of communication to students at To Hien Thanh high school and suggests ways of improving students’ communicative competence Design of the study The study consists of three parts and three chapters: Part I: Introduction, provides a general overview of the study with specific references to the rationale, the aims and objectives of study, research questions, research method, context of study, data collection method, scope of study, purpose and significance of study, design of the thesis Part II: Development, includes three chapters: Chapter one: Literature review This chapter provides definitions and concepts of the terms: Focus on Forms vs Focus on Form, Contextual Appropriateness of teaching methods Chapter two: Research methodology, introduces the context of study, methodology, the survey instruments and data analysis Chapter three: Findings and discussion It is devoted to a detailed description of findings and the discussion In this chapter, explanation and interpretation of the findings are explored Part III: Conclusion, gives conclusion, recommendations, limitations of the study and then gives some suggestions for further study 35 Although the study has offered some insightful findings, it is perhaps inevitable that the study still has some certain limitations Firstly, the study was conducted in a short period of time and confined in a small context, the data collection of the study is restricted Questionnaires for teachers and for students were administered to a limited samples of students, teachers of To Hien Thanh high school(only one hundred students of grad 11and five teachers of English).They can not be represent the whole big population of high school students and English high school teachers Secondly, because of the time limitation, the author observed only two grammar lessons at two classes 11 Therefore two observed grammar lessons can not stand for all grammar lessons Thirdly, the interviews were only carried out with two teachers of English These two teachers of English can not be on behalf of every teachers of English Recommendation for further study The study sets out to investigate the appropriateness of focus on form instruction to high school students at To Hien Thanh school On the basis of the findings and the limitations of the study, future studies can concentrate more on teachers’ methods, such as, find out particular contexts for teaching each grammar point for high school students In addition, how to apply focus on form instruction in teaching grammar effectively We should pay more attention to find out factors making teaching grammar in the light of communication less effective Finally, it is hoped that this study will provide a basis for further attempts to investigate the appropriateness of focus on form instruction to high school students I REFERENCES By the free dictionary on line Canh,L.V.(2004) Understanding Foreign Language Teaching Methodology Hanoi National University Press Celce - Murcia, M (1988), Techniques and Resources in teaching grammar, Oxford- Oxford University Press C Doughty & J Williams (Eds.), Focus on form in classroom second language acquisition Cambridge: Cambridge University Press Fotos, S (1998) Shifting the focus from forms to form in the EFL classroom ELTJournal Higgs, T., & Clifford, R (1982) The push toward communication In T Higgs (ed.), Curriculum, competence and the foreign language teacher Skokie, IL: National Textbook Koul, L.(1984) Methodology of Education Research 3rd ed NewDeli Vikas Publishing Lmt Long,M.H.1991 “ Focus on form: a design feature in language teaching methodology” Long, M H.(1997) Focus on Form in Task-based language teaching 10 Long, M., & Robinson, P (1998) Focus on form: Theory, research and practice In C Doughty & J Williams (Eds.), Focus on form in classroom language acquisition Cambridge: Cambridge University Press 11 Long, M (2000) Focus on form in task-based language teaching In R.D Lambert & E Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A.Ronald Walton Philadelphia: Benjamins 12 McElroy, Howard (1934) Selecting a basic textbook The Modern Language Journal 13 Poole, A (2003b) New Labels for Old Problems: Grammar in Communicative Language Teaching Profile 14 Richards, J 1995 Easier said than done In Getting started: Materials writers on materials writing 15 Ron Sheen – ELT Journal “Focus on form and Focus on forms” II Volume 56/3 July 2002 Oxford University Press ) 16 Ron Sheen – ELT Journal “Focus on form- a myth in the making” Volume 57/3 July 2003 Oxford University Press ) 17 Selinger ,H.W.,& E.Shohamy (1989) Second Language Research Methods Oxford: Oxford University Press 18 Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 2007, Vol 7, No.1The Forum) 19 The reading Matrix – Vol.5.No.1,April 2005 20 The Longman Dictionary of Contemporary – quoted in Harmer; 1987) 21 Ur,P (1988) Grammar Practice Activities Cambridge University Press 22 Webster’s Dictionary APPENDIX I III SURVEY QUESTIONNAIRE FOR TEACHERS Your teaching experience is…………years What you think of the role of Grammar in teaching English? □ Very important □ Important □ Not important For you, the purpose of teaching grammar is: □ to help students get good results in exams □ to help students communicate in English better □ to present grammar structures → practise/ the given tasks in the textbook In what way(s) you often teach grammar? □ Presenting new grammar structures→ asking students to make sentences □ Explaining the sentences containing new grammar found out by students in the lesson → eliciting the rules → asking students to exercises in the textbook □ Giving examples → illustrating grammar rules or structures → asking students to exercises in the textbook □ Giving examples → illustrating grammar rules or structures → giving students situations to make sentences using the explained grammar rules before doing exercises in the textbook What is your opinions about correcting students’ errors while teaching grammar? □ Interrupt students to correct whenever they have errors □ Listen carefully to all what sudents are saying, then correct some common errors □ Correct every error students have made □ Encourage students to use new structures they have learned in speaking English as much as possible , correct only common errors , never interrupt students APPENDIX II SURVEY QUESTIONNAIRE FOR STUDENTS 1.Em thấy học ngữ pháp tiếng Anh trường : □ Buồn, khó hiểu, khó nhớ IV □ Hiểu cấu trúc ngữ pháp khơng khí lớp học trầm □ Hay, sôi nổi, sinh động dễ hiểu Em đánh dấu vào mức độ hiệu cách học ngữ pháp (theo quan điểm cá nhân em) Mức độ hiệu Các cách học stt Rất hiệu Nghe giáo viên giảng cấu trúc, cách dùng sau làm tập sách giáo khoa Chép học thuộc lịng ví dụ bảng sau tự đặt câu có sử dụng cấu trúc học Học thuộc câu có cấu trúc tình cụ thể sau vận dụng để thực hành giao tiếp với bạn lớp Học ngữ pháp qua tập dạng trò chơi, câu đố, hát, hoạt động theo nhóm,cặp Khơng có hiệu Học ngữ pháp qua hội thoại khóa Ít hiệu Học thuộc cấu trúc, quy tắc ngữ pháp sau làm tập sách giáo khoa Học ngữ pháp lồng ghép vào kỹ nghe, nói, đọc, viết Giáo viên dành nhiều thời gian luyện kỹ dạy ngữ pháp học sinh mắc lỗi Em thích tham gia vào hoạt động học ngữ pháp ? □ Thảo luận theo cặp □ Thảo luận theo nhóm □ Chơi trị chơi: □ Điền thông tin □ Ghép câu □ Sắp xếp từ có vị trí trọng âm, cách phát âm V ( học ngữ âm ) □ Sắp xếp từ thành câu ( sử dụng miếng ghép) Em muốn giáo viên sửa lỗi ngữ pháp mà em mắc phải nào? □ Sửa chi tiết tất lỗi ngữ pháp mà em mắc phải □ Sửa số lỗi hay mắc viết □ Sửa số lỗi hay mắc nói APPENDIX III TWO LESSONS PLANS Unit 1: Friendship ( Textbook Tieng Anh 11 ) VI Lesson 5: Language focus Period Time: 45 minutes Class size: 50 students Objectives 1, Educational aim: Help students pronounce correctly and use verb infinitives with to and infinitives without to 2, Knowledge - Pronunciation: / dʒ / & / tʃ/ - V infinitives with to and infinitives without to 3, Skills: Method: doing exercises ( phonetics, pronunciation, grammar) Integrated ,mainly communicative LESSON PLAN Procedure Teacher's activities Students' activities Warm up T writes on the board words Write down Jump – Cheese T reads those words T underlines the letters J & Ch and leads Read in chorus after the T into the new lesson : the pronunciation of / dʒ / , / tʃ / 1, pronunciation / dʒ / , / tʃ / a listen & repeat Read after the T in chorus T reads the given words in the part " listen & repeat" T asks each students to read T listens & corrects b practise these sentences - T asks students to practise reading aloud Each student stands up & reads VII the given sentences in this part Work in small groups - T asks students to point out the words with the sounds /dʒ / , / tʃ / ( two sentences for A volunteer of each group stands up & points out each group) - T listens & checks ,corrects 2,Grammar (1) Infinitive with “to” - T writes two sentences on the board and underlined the infinitive with to Examples: - I have some letters to write Write down - Does she get anything to eat ? - T asked students to comment on the use of to- infinitive through the given examples T listens & feeds back then leads into new lesson T's answers Listen to the T Exercise1 ( Textbook – Page20 ) T asks students to put the words in correct order then make sentences using to +Vinf Do exercise ( work in pairs) T asks each student to one sentence T checks & correct ( if it has) (2) Infinitive without “ to” Each st goes to the board & does Others look & check - T asks students to give out some verbs followed by infinitive without to Students list: + the verbs of perceptions: hear, see, watch, feel, notice…., + modal verbs: can, may, must……, Exercise2 ( Textbook – Page21 ) + make, let T asks students to rewrite the sentences using the words given in brackets T asks each student to one sentence Work in pairs T checks & correct ( if it has) Each students stands up and says one VIII Homework sentence - Learn new words by heart -Do exercise of language focus of unit in Write down workbook LESSON PLAN Procedure Teacher's activities Students' activities IX Warm up -T shows a picture of a village and a picture Listen to the T of a chair and asks students to name the Say the deference they've heard things they see in those pictures Each student stands up and says the name of -T writes on the board one thing Village / vilidʒ / - Chair / tʃeə / ) - T underlines the sounds /dʒ/& / tʃ/ and leads into the new lesson 1, pronunciation / dʒ / , / tʃ / a listen & repeat Listen to the T - T describes how to pronounce the sounds / dʒ / , / tʃ / -T reads the words and the sentences in this Read in chorus after the T part 1st -T asks students to practice -T asks each students to read Practise reading Each student stands up & reads their pronunciation mistakes b practise these sentences - T asks students to point out the words with the sounds /dʒ / , / tʃ / from three third sentences of this part Work in groups Each student stands up & does one sentence - T asks each student to one sentence -T listens & checks ,corrects 2,Grammar (1) Infinitive with to - T writes two sentences on the board and underlined the infinitive with to Examples + We go to school to learn Write down X + There is a lot of homework to Listen to the T - T explains the use and the meaning of toinfinitive through the examples Work in pairs then give examples -T asks students to give examples with to T listens & feeds back Exercise1 ( Textbook – Page20 ) -T checks if students understand the requirement of the exercise Do exercise ( work in pairs) -T asks students to exercise in pairs ( only 0f sentences) each student stands up and reads out one sentence Each student stands ups and repeats -T calls on another student to repeat the sentence done by his/her partner -T listens & feeds back Write down (2) Infinitive without to -T writes sentences on the board and underlined the pair of verbs in each sentence Examples + I can speak English + I saw them arrive home late + They made her stay there for the students discuss in pairs or in groups then weekend answer -T asks students to say the use of bare- It is used after: infinitive through the examples + the verbs of perceptions: hear, see, watch, feel, notice…., + modal verbs: can, may, must……, + make, let -T listens & feeds back XI and fed back then listed the verbs followed by bare-infinitive Discuss with a partner Exercise2 Each student stands up and does one -T checks if students understand the sentence requirement of the exercise Each student stands ups and repeats -T asks students to exercise in pairs ( only 0f sentences) -T calls on another student to repeat the sentence done by his/her partner T listens & feeds back Discuss in pairs or in groups Further practice The teacher asked student to make correct sentences using the given words: (1) She / want/ buy some stamps Each students goes to the board and writes (2) I / hear someone / talk there → students one sentence –T calls on two students to go to the board and write Write down -T checks & feeds back Homework: Complete exercises 1,2 in the textbook APPENDIX IV INTERVIEWS The researcher: Hi my dear colleagues! I would like to interview you in some minutes My interview is about the application of focus on form instruction to students at our school in XII general and students of grade 11 in particular It is not a test of your knowledge or your method, just a free talk to know your opinions about this Question 1: Do you like teaching grammar lessons? Why? Teacher A No, I don’t, because grammar lessons are always boring Teacher has to complete too many grammar structures in 45 minutes It is difficult for teacher to make grammar lessons more interesting, more attractive Students always feel sleepy when learning grammar lessons, because they are poor at vocabulary and lack of knowledge of English so they are not interested in learning and doing English exercises Teacher B Yes, I do, because grammar plays an important role in learning foreign language in general, in learning English in particular Students can not be good at listening, speaking, reading and writing if they are bad at grammar Therefore, I always pay more attention to teaching grammar Question 2: Is it necessary to teach grammar structures and rules when teaching English? Why you think so ? Teacher A Yes, it is, because students will have many difficulties in making sentences and in doing exercises if we not teach grammar structures and rules Further more, they will feel difficult to remember grammar they have learned Teacher B No, it is not, because for me, learning English does not mean learning grammar structures and rules We can learn English every when and everywhere The most important thing for learners is to choose a suitable leaning method Question 3: Someone said that the best way to learn grammar is drilling English frequently Do you agree? Why (not) ? Teacher A Yes, I do, because drilling English frequently helps students remember grammar structures better Language improves day by day Our knowledge of English and our English vocabulary will be poor and limited if we not practice everyday Teacher B XIII Yes, I do, because for me drilling English frequently is the best way that helps learners enlarge their English vocabulary , improve their knowledge of English and become fluent in other skills: listening, speaking, reading and writing Question 4: What is the best way to teach grammar lessons to students at our school in general and students of grade 11 in particular ( in your opinion)? Why ? Teacher A On the whole, students at our school are bad at English There are wide gaps in their English knowledge The students who can speak English fluently, read and write in English well are few It is one of the reasons why they are not interested in learning English, especially in learning grammar lessons Therefore, I think, the best way to teach grammar lessons to students at our school in general and students of grade 11 in particular is teaching grammar structures and rules, sentence patterns and drilling many types of exercises Further more after three years at high school, they have to take a GCSE and English is one of the six optional subjects at this examination There are only written tests, not oral tests Teacher B In English grammar lessons, I usually use the following stages to teach grammar: giving students simple contexts and situations → encouraging students to speak English → asking students to write down all the theme of the lessons → helping students realize grammar structures → asking students to apply sentence patterns they have learned in real situations Thanks to applying the method above, the grammar lessons conducted by me at our school are less boring I see that, students especially students of grade 11 usually pay attention to learn grammar The researcher: Thank you very much for your cooperation Good bye! Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... the interviews is to discuss for further information to have in-depth understanding of their evaluation on the appropriateness of focus on form instruction to students at To Hien Thanh high school. .. questions: (1) To what extent is focus on form instruction used at To Hien Thanh high school? (2) How appropriate is focus on form instruction to students at To Hien Thanh high school? (3) What... Recommendation for further study The study sets out to investigate the appropriateness of focus on form instruction to high school students at To Hien Thanh school On the basis of the findings and the