T O F T E A C H IN G G R A MMA R

THE EFFEC R A M M ATICAL

N S TU D EN T S ’ G
COMMUNICATIVELY O TH A N H U N IV ERSITY
Y EN TA T
COMPETENCE AT NGU

Presented by: Nguyen Thi Hoang Trinh

 CONTENTS

01 02 03
INTRODUCTION LITERATURE METHODOLOGY
REVIEW
 INTRODUCTIO
N

01  Statement of the pro

blem
 Research questions

 Significance of the st
udy
 Key terms
 Statement of The Problem
 Grammar is “a necessary component of any language
teaching program” (Rutherford, 1987)
 In the history of EFL teaching method, a variety of grammar
teaching methods have been presented and implemented
with the expectation that learners can upgrade their
competence in a foreign language.
 Communicative Language Teaching, emerged as a response
to the perceived inability of the preceding ones to teach
learners to communicate.
 Statement of The Problem (cont)
 Learners can not communicate well if they do not know
the basic grammar (Nunan, 1991)
 A communicative grammar lesson gives students the
opportunity to practice the target grammar item through
specific communicative tasks and activities
 Both past and present at Nguyen Tat Thanh Institute of
International Education (NIIE), the students have had
much trouble learning English grammar.
 Research questions

#1
Does communicative grammar teaching have any effect
on students’ achievement of grammatical competence?

#2
What are the students’ attitudes towards the
communicative grammar teaching method?
 Significance of the study

Teachers NIIE students

 Can identify the students’ needs
in language learning.
 Able to implement a suitable
approach of teaching through
use Communicative grammar
teaching
 Get the opportunity to learn
English in a interesting and
interactive way.
 Be able to engage actively in
classroom
LITERATUR
E
02
REVIEW
 SOME KEY TERMS
Attitude

Grammar

Grammatical competence

Communicative Language Teaching

Woods (1995) The teaching of grammar should not be at the
& Ellis (2006) sentence level only, but it should also be presented in
meaningful context.

Bygate and Communicative grammar is an approach to grammar

Tornkyn (1994) teaching in which its goal is to explore and formulate
the relation between the formal events of grammar
(words, phrases, sentences and their categories and
structure) and conditions of their meaning and use.

Thompson (1996) CLT does not prohibit the teaching grammar. It

promotes teaching grammar in a different way;
it turns from deductive to inductive way.
 Review of Previous research

Tarigan (2008) teaching grammar communicatively had

potential benefits to the teaching and
learning of second language grammar
Lai (2009) communicative grammar teaching was
beneficial to the learning of English
grammar through communicative tasks
Nguyen Thi Hien (2011) the recommendations are given for teaching grammar in
the light of CLT

Ngo Thi Thanh Thu most of the teachers and students had positive attitudes
(2013) towards communicative activities in learning and
teaching grammar

Pham, V. P. H., & the students taught grammar with CLT got higher scores
Nguyen, T. B. (2020) both in grammar-paper test and oral test after treatment
than before.
The students showed the positive feedbacks towards
communicative grammar lessons
 Research gaps
 Few have been carried out at universities in Vietnam.

 None of the studies has been carried out for non-major

English first year students in NIIE to examine how
communicative language teaching benefits them in
grammatical competence and to see how they evaluate
the communicative grammar lessons.
 METHODOLOG
Y

03
 Research site NGUYEN TAT THANH INSTITUTE OF
INTERNATIONAL EDUCATION (NIIE),
HO CHI MINH CITY.

 Participants 50 freshman students non-English major of NIIE

 Instruments  Pre-test and post-test

 Questionnaire

 Subjects and Cutting Edge at Pre-intermediate level

Materials
 English Grammar Lessons
Unit Week Lesson Grammatical items
1 1 2nd Present Simple
2 2 1st Past Simple
4 3 1st Present Continuous
Present Simple
Revision
4 1st Past Simple
(Unit 1 + 2 + 4)
Present Continuous
5 5 1st Comparative adjectives
5 6 1st Superlative adjectives
Revision Comparative and superlative
7 1st
(Unit 5) adjectives
 An overview of the research design
Experimental questio-
Pre-test Treatment Post-test
class nnaire

Quasi-
experiment

Control Post-test
Pre-test
class