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Nowadays English has become one of the most popular languages worldwide. In different countries, different people at different ages learn English for their own purposes. In Vietnam, learning English language is interested by young people, especially students for a plenty of reasons such as studying at good universities, studying abroad and so on. It has widely been accepted in language teaching and learning that grammar structures are very important because they make up the skeleton of a language. Without grammar, words hang together with no real meaning or sense. So as to be able to use a language to some degree of proficiency, we need to master some grammatical knowledge. Grammar is an important and necessary part in student’s learning because it forms the basis for the development of four skills: reading skill, speaking skill, listening skill and writing skill. Students with good grammar not only produce sentences grammatically but also acquire the ability to apply grammatical knowledge in certain contexts to express their thoughts and feelings as well as to receive feedback. By teaching grammar, teachers not only give students the means to express themselves, but also fulfill student’s expectations of what learning a foreign language involves. However, how to learn grammar effectively is not very easy and it is of constant concern of learningstrategies. When teaching grammar, English teacher of Doan Hung high school seem to prefer traditional teaching methods in which grammar rules are taught deductively. The common practice of some senior teachers is just giving the explanation of new wordsand grammar structures, asking studentsto learn by heart and make sentences, reading structures, texts or conversations loudly and using a lot of written exercises. In terms of teaching schedule, the students in class 10A8 are currently required to attend only one period (45 minutes) of grammar per week. In class, students do not have a chance to use grammar in communicative activities. They are just asked to do grammar exercises in the textbooks after teacher’s presentation and explanation of a new grammar point. It’s difficult for teachers to finish their teaching successfully because of the time constraint, the large class size, and the student’s mixed level. If we can’t find out any solutions to overcome those given difficulties, it is certain that the grammar lesson can’t be successful and it even becomes worse as the teachers find it unconfident and less enthusiastic in their teaching class. And the students will be fed up with learning grammar if they do not usually understand the lesson. Therefore, both teachers and students need to use more grammar strategies learning to make the lesson more effective. Appropriate grammar learning strategies bring comfortable atmosphere, positive attitude and also impulse student’s motivation. This study attempts to investigate the ways in which students in class 10A8 in Doan Hung high school make conscious efforts to learn English grammar more efficiently, which strategies they use in learning grammar. Therefore, the situation encouraged the author to do the research “A study on English grammar learning strategies use of students in class 10A8 at Doan Hung high school.” with the hope this study can help the students improve their grammar.
1 ACKNOWLEDGEMENTS I am, first of all, particularly indebted to my supervisor, Mrs Nguyen Thi Hoa who has enthusiastically helped and encouraged me to finish this research project Without her experienced guidance, valuable comments and constant support, my research would still be far from finished Secondly, my sincere thanks also go to all lecturers and staff of Foreign Language Department for their valuable lessons and precious help Thanks to their lesson as well as valuable help, I could overcome enormous obstacles when doing the study Besides, I would like to give my profound thanks to 40 students at Doan Hung High school who have participated in this research Finally, I would also like to express my deep gratitude and love to my devoted parents, my sisters, my friends for their constant support and their understanding Their great encouragement and love have helped me to complete this study ABSTRACT This thesis was carried out with an aim to assess English grammar learning strategies use of students at Doan Hung High school The purposes of the thesis were to investigate the areas of current situation of using grammar learning strategies: the student’s attitude (what strategies they often use, the reason and degree of utilization), the student’s awareness ( advantages and difficulties of strategies that students often use) The subjects involved in the study were 40studentsinclass 10A8 These students were invited to join the survey and answer the questionnaire The study reveals that students use six strategies (direct strategies and indirect strategies) when learning English grammar And direct strategies are used more often than indirect strategies They use strategies at medium frequency The main reason for choosing direct strategies is easy to use Strategies help students learn grammar more easily and more effectively And the most difficulty is choosing appropriate strategies for each task in the text book The study suggests that teachers should raise the students’ awareness about using suitable strategies to each activity and give them more chances to use strategies in learning grammar TABLE OF CONTENTS ACKNOWLEDGEMENTS .i ABSTRACT ii TABLE OF CONTENTS .iii LIST OF TABLES AND GRAPHS vi LIST OF ABBREVIATIONS vii PART A: INTRODUCTION 1 Rationale Previous studies 2.1 In the world .2 2.2 In Vietnam 2.3 Existing problems .4 3.Research Purpose 4 Research Questions .4 Methodology 5.1 Research procedure 5.2 Research Methods .5 Hypotheses Significance Scopes of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 The Role of Grammar in Language Learning 1.2 Language Learning Strategies 1.3 Main Features of Language Learning Strategies 10 1.4 The Purposes of Language Learning Strategies .11 1.5 Grammar Learning Strategies 12 1.6 Classification of Grammar Learning Strategies .14 1.6.1 Direct Strategies 17 1.6.1.1 Memory Strategies 17 1.6.1.2 Cognitive Strategies 17 1.6.1.3 Compensation Strategies 18 1.6.2 Indirect Strategies 18 1.6.2.1 Metacognitive Strategies 18 1.6.2.2 Affective Strategies 19 1.6.2.3 Social Strategies .19 CHAPTER 2: RESEARCH METHODS .20 2.1 The subject and object of the study 20 2.1.1 The subject of the study .20 2.1.2 The object of the study 20 2.2 The data collection instruments 20 2.2.1 Survey questionnaires 20 2.2.1.1 Reasons for choosing survey questionnaires 20 2.2.1.2 Describing survey questionnaire 21 CHAPTER 3: DATA ANALYSIS AND DISCUSSION .23 3.1 A general overview of Doan Hung High School 23 3.1.1 Teachers at Doan Hung high school 24 3.1.2 Students in class 10A8 at Doan Hung high school 24 3.2 The English textbook of grade 10 24 3.3 Characteristics of grammar tasks in the textbook 27 3.4 Findings from the current situations .27 3.4.1 Results from questionnaire 27 3.4.1.1 The grammar learning strategies that students often use 29 3.4.1.2 The reasons why students like to use these grammar learning strategies 30 3.4.1.3 Frequency of students’ using grammar learning strategies .30 3.4.1.4 The benefits of three grammar learning strategies that the students often use the most 32 3.4.1.5 Students’ difficulties with three grammar learning strategies that they often use 33 3.5.Discussion 34 3.6 Implications 34 3.6.1 For students 35 3.6.2 For teachers 35 PART C: CONCLUSION 37 Summary of the study 37 Limitations of the study .37 Suggestions for Further Research 38 Conclusion 38 REFERENCES I APPENDIX IV APPENDIX XI LIST OF TABLES AND GRAPHS Table 1:The grammar learning strategies that students often use Table 2:The benefits of three strategies that the students often use the most Table 3:Students’ difficulties with three strategies that they often use Graph 1:The reasons why students like to use these grammar learning strategies Graph 2:Frequency of students’ using grammar learning strategies LIST OF ABBREVIATIONS ELF : English Foreign Language L2 : Second Language FL : Foreign Language GLSQ : Grammar Learning Strategies Questionnaire GLS : Grammar Learning Strategies LLS : Language Learning Strategies SILL : Strategies Inventory for Language Learners M : Mean PART A: INTRODUCTION Rationale Nowadays English has become one of the most popular languages worldwide In different countries, different people at different ages learn English for their own purposes In Vietnam, learning English language is interested by young people, especially students for a plenty of reasons such as studying at good universities, studying abroad and so on It has widely been accepted in language teaching and learning that grammar structures are very important because they make up the skeleton of a language Without grammar, words hang together with no real meaning or sense So as to be able to use a language to some degree of proficiency, we need to master some grammatical knowledge Grammar is an important and necessary part in student’s learning because it forms the basis for the development of four skills: reading skill, speaking skill, listening skill and writing skill Students with good grammar not only produce sentences grammatically but also acquire the ability to apply grammatical knowledge in certain contexts to express their thoughts and feelings as well as to receive feedback By teaching grammar, teachers not only give students the means to express themselves, but also fulfill student’s expectations of what learning a foreign language involves However, how to learn grammar effectively is not very easy and it is of constant concern of learningstrategies When teaching grammar, English teacher of Doan Hung high school seem to prefer traditional teaching methods in which grammar rules are taught deductively The common practice of some senior teachers is just giving the explanation of new wordsand grammar structures, asking studentsto learn by heart and make sentences, reading structures, texts or conversations loudly and using a lot of written exercises In terms of teaching schedule, the students in class 10A8 are currently required to attend only one period (45 minutes) of grammar per week In class, students not have a chance to use grammar in communicative activities They are just asked to grammar exercises in the textbooks after teacher’s presentation and explanation of a new grammar point It’s difficult for teachers to finish their teaching successfully because of the time constraint, the large class size, and the student’s mixed level If we can’t find out any solutions to overcome those given difficulties, it is certain that the grammar lesson can’t be successful and it even becomes worse as the teachers find it unconfident and less enthusiastic in their teaching class And the students will be fed up with learning grammar if they not usually understand the lesson Therefore, both teachers and students need to use more grammar strategies learning to make the lesson more effective Appropriate grammar learning strategies bring comfortable atmosphere, positive attitude and also impulse student’s motivation This study attempts to investigate the ways in which students in class 10A8 in Doan Hung high school make conscious efforts to learn English grammar more efficiently, which strategies they use in learning grammar Therefore, the situation encouraged the author to the research “A study on English grammar learning strategies use of students in class 10A8 at Doan Hung high school.” with the hope this study can help the students improve their grammar Previous studies 2.1 In the world When researching about using English grammar strategies, Filiz Yalỗin Tilfarliolu (2005) had a study on An Analysis of the Relationship between the Use of Grammar Learning Strategies and Student Achievement at English Preparatory Classes”, Journal of Language and Linguistic Studies This study attempts to investigate the ways in which some language learners make conscious efforts to learn English grammar more efficiently, which strategies they use in 10 language learning, whether a particular learning strategies favors certain strategies or not, if it does, what those strategies are and relationships between strategy use and learner achievement in grammar learning The result shows that the use of grammar learning strategies has a positive effect on the student achievement By knowing this, study can help the students and improve their learning habits The research “The relationship between grammar learning strategies use and language achievement of Iranian high school ELF learners”of SorourZekrati (2017), Indonesian ELF, Journal This study sought to explore the relationship between grammar learning strategy use and language achievement of Iranian high school EFL learners The participants of the study were 300 students from three different proficiency levels (Elementary, preintermediate, and intermediate), 230 of whom completed and returned an Oxford Solution Test, and a Likert-scale Grammar learning strategies questionnaire (GLSQ) containing 35 statements The results indicated that there was a positive relationship between language achievement and grammar strategy use The findings of the study might provide Iranian EFL teachers and learners with some helpful implications for teaching and testing, and learning grammar strategies respectively at high schools, as well as useful directions for future studies in this domain 2.2 In Vietnam “ Việc sử dụng thủ thuật ( strategies) học ngữ pháp tiếng Anh sinh viên năm thứ hai Khoa ngơn ngữ Văn hóa Anh- Mỹ” was written by Nguyễn Thu Hiền, (2009), University of Languages and International Studies- Vietnam National University This study investigated the using grammar learning strategies of students at the second year teacher’s awareness about students using and the relationship between grammar learning strategies and result of studying And then giving some suggestions to help students use grammar learning strategies better 23.Wenden& J Rubin (Eds.), Learner strategies in grammar learning (pp 1530) Englewood Cliffs, New York: Prentice/Hall International 24.Wong, C., &BarreaMarlys, M (2012) The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers’ Perceptions and Classroom Practices. Electronic Journal of Foreign Language Teaching: 9(1), 6175 APPENDIX SURVEY QUESTIONNAIRES Survey questionnaires adopted from Oxford(1993) Dear student, I would like to thank you for your kind cooperation to fill in these questions These questions are designed to gather information on grammar learning strategies use of class 10A8 students at Doan Hung High school It has no intention to evaluate you based on the responses you give to the statements Each of your genuine responses has a high value for the success of the study Thus, the researcher kindly requests you to give your frank and honest responses to the statements These survey questionnaires are based on strategies of Oxford R.L (1990) because these grammar learning strategies are used by students from different linguistic and cultural backgrounds with various variables such as gender, proficiency level, task, culture, etc. Moreover they are suitable with students in Vietnam and the Syllabus of current English grade 10 Instruction 1: complete the following background information Sex: Male……… or Female………… Age:………… Instruction 2: Question 1: Please read each statement carefully Then, fill in the response (1, 2, 3, 4, or 5) that tells how true the statement is Answer in term of how well the statement describes you Do not answer how you think you should be, or what other people There are no right or wrong answers to these statements Never or almost never true of me Usually not true of me Somewhat true of me Usually true of me Always or almost always true of me Part A Statements Response I think of the relationships between the grammar structures what I have already known and new structures I learn in English I use new structures in a sentence to remember them well I try to remember English grammar information by using their location on the page in the text book I review grammar lessons regularly I underline or circle structures to remember them I try to remember a new structure that I learnt by making a mental picture of a situation in which the form might be used I try to remember orally emphasized structures (through loudness or repetition) Average score SUM ÷ ═ Part B Statements Response I write down structures, exceptions, and examples from several reference materials I try to use grammar rules that I learnt to speak accurately and fluently as like as native speakers 10 I try to use the different grammar rules that I know in different ways, such as to write letters, messages, stories, etc 11 I watch TV shows and/or movies in English to develop my grammar knowledge 12 I read different texts written in English to learn how to use correct grammar ( e.g Magazines, Newspapers ,fictionsetc.) 13 I try to find out the rules from sentences by breaking the sentences into parts 14 I try to apply the rules I learnt in a meaningful context as in participating in conversation 15 I make summaries of the rules that I learnt or read from different resources Average score SUM ÷ ═ Part C Statement Response 16 I try to discover the underlying grammar rules of different sentences based on all clues 17 If I am not sure of using one structure in my speech or writing, I try to use other structure to deliver my message clearly 18 I try to improve my grammatical mistake when someone gives me corrections Average score SUM ÷ ═ Part D Statements Response 19 I try to search for ways how to apply the rules that I know 20 I pay attention to the rules provided by the teacher or reference books 21 I try to notice my grammatical mistakes and try to look the difference with the correct version 22 I have clear goals to improve my English grammar 23 I try to find out ways how to become better learner of English grammar 24 I evaluate my progress in learning English grammar 25 I look for people that I can talk to in English in order to improve my grammatical proficiency 26 I plan my schedule for grammar revision Average score SUM ÷ ═ Part E Statement Response 27 I try to relax whenever I feel afraid of using ungrammatical sentences 28 I encourage myself to use the rules I learnt in my speech even when I am afraid of making mistake 29 I give myself a reward when I well in English grammar 30 I notice I am tense or nervous when I am studying grammar 31 I talk to someone else about how I feel when I am learning grammar such as teacher, friend, and relatives Average score SUM ÷ ═ Part F Statement Response 32 I practice grammar rules by working with other students 33 I ask others for help to check my sentences to see if I apply the rule correctly 34 I listen to any feedback that the teacher gives me about the structure I use 35 If I am not clear with my teacher’s explanation of a new structure, I ask him/her for clarification Average score SUM ÷ ═ Question 2: Why you like to use these ways of learning grammar? Easy to use Appropriate to many tasks in the textbook Don’t require high awareness To improve your grammar Other answers:…………………………………………………………… Question 3: How often you use these ways of learning grammar? Very often Often 3.Sometimes Rarely Question 4: What benefits can you get from these ways of learning grammar? Learning grammar becomes easier and more effective Remembering grammars quickly than writing down on the notebook, repeat and use them to exercises When not sure about a structure, we can use other structures to deliver the message clearly Can manage the plans, time and have specific goals to learn grammar better Other answers:………………………………………………………………… Question 5: What difficulty you have with ways of learning grammar that you often use? Not fully aware of the functions and usefulness of grammar learning ways Difficulty in choosing appropriate ways of learning grammar English for each task Lack of opportunities to use ways of learning English grammar Difficulty in guessing meaning or replacing different words, structures for new words, new structures Difficulty for students at low level when using ways to learning grammar Other answers:…………………………………………………………………… Thank you so much for your cooperation! 10 APPENDIX PHIẾU ĐIỀU TRA Các em học sinh thân mến, Cảm ơn em hợp tác giúp cô hoàn thành câu hỏi điều tra.Những câu hỏi thiết kế để tập hợp thông tin chiến lược học ngữ pháp sử dụng học sinh lớp 10A8 trường trung học phổ thông Đoan Hùng.Phiếu điều tra khơng mang mục đích đánh giá người tham gia dựa vào câu trả lời mà bạn đưa cho quan điểm.Mỗi câu trả lời xác thực em có giá trị cao cho thành cơng nghiên cứu.Vì vậy, chân thành mong em đưa câu trả lời xác chân thật cho quan điểm nêu Cảm ơn ý kiến đóng góp em! Bảng câu hỏi điều tra dựa vào chiến lược học ngữ pháp Oxford R.L (1990) Bởi chiến lược sử dụng sinh viên từ ngơn ngữ văn hóa khác với biến khác giới tính, trình độ thơng thạo, yêu cầu, văn hóa riêng, v.v Hơn nữa, phù hợp với học sinh Việt Nam chương trình sách giáo khoa Tiếng Anh lớp 10 hành Chỉ dẫn 1: Hồn thành thơng tin cá nhân Giới tính: Nam/NữTuổi:…………… Chỉ dẫn 2: Câu hỏi 1: Vui lịng đọc kỹ câu Sau đó, điền vào chỗ trống câu trả lời (1, 2, 3, 4, 5)để xác định xemcâu trả lời mô tả phát biểu với bạn Đừng trả lời bạn nghĩ nào, người khác làm Khơng có câu trả lời hay sai cho phát biểu Không hay gần không với Thường không với 11 Gần với Thường với Thường xuyên hay gần thường xuyên với Phần A Ý kiến Trả lời Tôi nghĩ đến mối quan hệ cấu trúc ngữ pháp biết cấu trúc ngữ pháp tiếng Anh vừa học Tôi nhớ cấu trúc cách dùng chúng câu Tôi cố gắng nhớ thông tin ngữ pháp tiếng Anh cách sử dụng vị trí chúng trêncáctrang sách giáo khoa 4.Tơi thường xuyên xem lại học ngữ pháp Tơi nhấn mạnh khoanh trịn cấu trúc để ghi nhớ chúng Tôi cố gắng nhớ cấu trúc mà học cách tạo tranh tinh thần tình cấu trúc ngữ pháp sử dụng Tôi cố gắng nhớ cấu trúc nhấn mạnh qua lời nói (thơng qua việc đọc to nhắc lại) Điểm trung bình Tổng÷ ═ Phần B Ý kiến Trả lời Tôi viết cấu trúc ví dụ từ số tài liệu tham khảo khác Tôi cố gắng sử dụng quy tắc ngữ pháp mà học để nói cách xác lưu lốt giống người xứ 12 10 Tôi cố gắng sử dụng quy tắc ngữ pháp khác mà biết theo nhiều cách khác nhau, chẳng hạn viết thư, tin nhắn, câu chuyện, v.v 11 Tôi xem chương trình truyền hình / phim tiếng Anh để phát triển kiến thức ngữ pháp 12 Tôi đọc văn khác viết tiếng Anh để tìm hiểu cách sử dụng ngữ pháp (ví dụ: Tạp chí, Báo chí, tiểu thuyết, v.v 13 Tơi cố gắng tìm quy tắc từ câu cách chia câu thành phần 14 Tôi cố gắng áp dụng quy tắc tơi học ngữ cảnh có ý nghĩa tham gia vào trò chuyện 15 Tơi tóm tắt quy tắc mà tơi học đọc từ nguồn tài nguyên khác Điểm trung bình Tổng ÷ ═ Phần C Ý kiến Trả lời 16 Tôi cố gắng khám phá quy tắc ngữ pháp câu khác dựa tất đầu mối 17 Nếu không chắn việc sử dụng cấu trúc phát biểu viết mình, tơi cố gắng sử dụng cấu trúc khác để truyền tải thông điệp cách rõ ràng 18.Tơi cố gắng cải thiện lỗi ngữ pháp có người sửa lỗi cho tơi Điểm trung bình Tổng ÷ ═ 13 Phần D Ý kiến Trả lời 19 Tôi cố gắng tìm cách áp dụng quy tắc ngữ pháp mà biết 20 Tôi ý đến quy tắc ngữ pháp giáo viên sách tham khảo cung cấp 21.Tôicố gắng ý đến lỗi ngữ pháp cố gắng tìm khác với phiên 22 Tơi có mục tiêu rõ ràng để cải thiện ngữ pháp tiếng Anh 23 Tơi cố gắng tìm cách để trở thành người học ngữ pháp tiếng Anh tốt 24.Tôi đánh giá tiến việc học ngữ pháp tiếng Anh 25 Tơi tìm người mà tơi nói chuyện tiếng Anh để cải thiện trình độ ngữ pháp tơi 26 Tơi lên kế hoạch cho việc ôn tập ngữ pháp Điểm trung bình Tổng ÷ ═ Phần E Ý kiến Trả lời 27 Tôi cố gắng thư giãn cảm thấy sợ sử dụng câu khơng ngữ pháp 28 Tơi khuyến khích thân sử dụng quy tắc ngữ pháp tơi học phát biểu sợ mắc lỗi 29 Tôi tự cho phần thưởng tơi học tốt ngữ pháp tiếng Anh tốt 30 Tôi nhận thấy căng thẳng lo lắng 14 học ngữ pháp 31 Tơi nói chuyện với người khác cảm giác tơi học ngữ pháp tiếng Anh giáo viên, bạn bè người thân Điểm trung bình Tổng ÷ ═ Phần F Ý kiến Trả lời 32 Tôi thực hành quy tắc ngữ pháp với sinh viên khác 33Tôi yêu cầu người khác giúp đỡ để kiểm tra câu để xem liệu tơi có áp dụng quy tắc ngữ pháp hay không 34 Tôi lắng nghe phản hồi mà giáo viên đưa cho cấu trúc ngữ pháp sử dụng 35 Nếu không hiểu rõ lời giải thích giáo viên cấu trúc ngữ pháp mới, yêu cầu thầy cô giải thích kỹ Điểm trung bình Tổng ÷ ═ Tính điểm trung bình cho Phần bảng bên dưới: Phần A B C D Chiến lược Ghi nhớ Nhận thức Đền bù Siêu nhận thức Điểm TB 15 E F Cảm xúc Xã hội Câu hỏi 2: Tại bạn sử dụng cách học ngữ pháp này? Dễ sử dụng Phù hợp với nhiều dạng tập tập sách giáo khoa Không yêu cầu nhận thức cao Để cải thiện kết học ngữ pháp Câu trả lời khác:…………………………………………………………… Câu hỏi 3: Bạn thường xuyên sử dụng cách học ngữ pháp nào? Rất thường xuyên Thường xuyên3.Thỉnh thoảng Hiếm Câu hỏi 4: Bạn nhận lợi ích từ cách học ngữ pháp này? Học ngữ pháp trở nên dễ dàng hiệu Nhớ cấu trúc ngữ pháp nhanh viết vào sổ ghi chép, nhắc lại sử dụng chúng để hoàn thành tập Khi không chắn cấu trúc, sử dụng cấu trúc khác để thể ý nghĩ cách rõ rànghơn Có thể quản lý kế hoạch, thời gian học tập có mục tiêu học tập cụ thể để học ngữ pháp tốt Câu trả lời khác:……………….……………………………………………… Câu hỏi 5: Bạn có khó khăn với số cách học ngữ pháp mà bạn thường sử dụng? Không nhận thức đầy đủ chức lợi ích số cách học ngữ pháp Khó khăn việc lựa chọn cách học ngữ pháp phù hợp cho dạng tập ngữ pháp Rất hội sử dụng cáccách học ngữ pháp 16 Khó đốn nghĩa thay từ khác nhau, cấu trúc cho từ mới, cấu trúc Khó khăn cho học sinh việc sử dụng cách học ngữ pháp Các câu trả khác: ……………………………………………………… Cảm ơn giúp đỡ bạn! ... existing research findings in the area of grammar learning strategies Scopes of the study The study focuses specifically on some grammar learning strategies used in class 1 0A8 at Doan Hung High school. .. grammar learning strategies students in class 1 0A8 often use? 2) What are the reasons for these strategies often used? 3) How often the students in class 1 0A8 at Doan Hung High school use grammar. .. use of the students in class 1 0A8 at Doan Hung high school 3.Research Purpose - To find out grammar learning strategies that are often used by the students in class 1 0A8 when learning grammar at