Sáng kiến kinh nghiệm Effectiveness of using games in teaching grammar to 10 graders at ethnic boarding high school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Effectiveness of using games in teaching grammar to 10 graders at ethnic boarding high school

1. Grammar points Games References 14. Conditional Just the fact Suzanne W. Woodward, 2003: 310 sentence type 1 Superstitions Suzanne W. Woodward, 2003: 309 15. Conditional Why not? Jill Hadfield, 1990: 16 sentence type 2 16. Conditional Building around Suzanne W. Woodward, 2003: 318 sentence type 3 17. The passive Match Suzanne W. Woodward, 2003: 218 voice 18. Adverbs of Ball toss Suzanne W. Woodward, 2003: 9 frequency The adverb game Jill Hadfield, 1990: 37 19. Should Told you so! Jill Hadfield, 1990: 15 20. al an and the Memory 1 Granger, 1980: 5 4. Effectiveness of the solutions It is noticeable that games are effective in teaching and practising grammar. Grammar learning becomes enjoyable and permanent as a result of games’ providing learners with a meaningful context for practising grammar communicatively. Most of the learners feel motivated after taking part in the games. They have learned the rules of grammar lexical items naturally and based on the specific context. The atmosphere in the classroom is also more comfortable and flexible. As a result of this, students are likely to engage in the lesson actively and effectively. 5. The result and findings about the improvement of the students The goal of this study was to examine the use of games to enhance students’ knowledge of English grammar. The data to respond to the research questions and the assumptions of this study were successfully collected by writer in the field. Based on the evaluated data, the research finding showed some important points that need to be discussed. The first point related to the first research question of this study, the question was about does the use of game help students learn grammar better. The result showed that using games improved students’ English ability. It was accordance to the result of pre-test and post-test experiment class where students’ scores were improved. 36
2. The result of pretest which was done before I did the research WELL- NOT ACHIEVED ACHIEVED ACHIEVED CLASS TOTAL SL TL SL TL SL TL 10A2 42 7 16% 17 41% 18 43% 10C1 43 6 14% 15 35% 22 51% The result of post-test which was done after I did the research WELL- NOT ACHIEVED ACHIEVED ACHIEVED CLASS TOTAL SL TL SL TL SL TL 10A2 42 15 36% 25 60% 2 4% 10C1 43 14 33% 26 60% 3 7% Basing on the above results, we can see that the number of achieved and well- achieved students has increased nearly double, compared to the result of the pre test. The numbers of not achieved students decreased to only 4 percent in class 10A2 and 7% in class 10C1. 37
3. PART III. CONCLUSION The study has some limitation but, at least, it is a pilot study at our school and it has several implications that are possibly suitable for English teaching in general and English grammar teaching in particular. In conclusion, these results point that English teachers recognize the pedagogical value of using games in their classrooms and agree that while teaching the grammar rules explicitly is still important, using games as a form of instruction is also beneficial. Similarly, the participants express that using games is effective in grammar teaching especially for young learners. Finally, results of this study further show that although a great majority of the participants favours the effectiveness of using games in grammar teaching, they do not use games as frequently as expected. Most of the participants express that this is because of the crowded classroom environments and the heavy load of the curriculum. With accurate planning and information passed onto the teachers, this problem should be dealt with to secure the benefits of games in the foreign language classroom. Lastly, in course books and materials, the use of games can be emphasized and by presenting alternative games, foreign language teaching can be enriched so that primary school students enjoy learning English in a robust manner. The result or the aim of the study is that the application of grammar games brings benefits to the teachers and the students in teaching and learning English, especially effectiveness of students learning in grammar. This is also the my wish to have suitable and interesting method in teaching grammar and help teachers and students at Nghe An Ethnic Boarding high school No.2 develop their ability in teaching and learning English. I hopes it will be a small contribution to emphasizing the importance and necessity of English, the language considered the international one at present. The measures have been given out are just from my own experiences during the process of teaching. Consequently, it must contain a number of weaknesses. I would like to get the comments and good idea from readers and other teachers so that the topic will become more interesting and perfect. 38
4. REFERENCES - 10 grade textbook, Hanoi National Publisher - Canh, Le Van. (2004). Understanding Foreign Language Teaching Methodology. NXB Quốc gia Hà Nội. - Ersoz, Aydan. (2000) Six Games for the ESL/EFL Classroom. iteslj.org/Lessons/ErsozGames.html. - Granger, C. and Plumb, J. (1980-1981). Play games with English Teacher's Book 1, Book 2. Thomson Litho Ltd, East Kilbridge, Scotland. - Hoang et al. (2006a). Đổi mới phương pháp dạy tiếng Anh ở trung học phổ thông Việt Nam. Hà Nội: NXB Giáo dục. - Hoang et al. (2006). Tiếng Anh 10. Bộ GD & ĐT. - Hong, L. (2002) Using Games in Teaching English to Young Learners. iteslj.org/Lessons/LinUsingGames.html. - Lan, Tran Hien, Hoan, Ha Thi Lien (2003). Teaching Grammar in the Light of Communicative Language Teaching. British Council Conference, Hanoi. - Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford University Press. - Littlewood, W.T. (1998). "Motivation for Learning English”. Foreign and Second Language Learning. Cambridge: CUP. - Saricoban, Arif and Esen Metin. (2000) "Songs, Verse and Games for Teaching Grammar”. iteslj.org/Techniques/Saricoban-Songs.html. - Rinvolucri, M. (1984). Grammar Games. Cambridge University Press. - Tuan, Nguyen Quoc et al. (2007). Cẩm nang dạy và học tiếng Anh trung học phổ thông. NXB Giáo dục. - Spada, N. 1987. 'Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. ' Applied Linguistics 8: 137-61. - White, L. 1991. 'Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom.' Second Language Research: p.133-61. - Day, E. and S. Shapson. 1991. 'Integrating formal and functional approaches to language teaching in Native language immersion: An experimental approach.' - Language Learning 41: 25—58. World Book Encyclopedia Vol.3 p.48 Chicago 1993. - Internet: - various publications Internet: - various publications Internet: glish - various publication 39
5. APPENDIX 1 Questionnaire for Teachers The questionnaire aims at surveying the situation of teaching and learning grammar for 10-form students at Nghe An Ethnic Boarding high school No.2 and the measures to develop effectiveness of teaching and learning this subject by using grammar games. I would appreciate your support in completing all the following questions. Please tick () the appropriate options for your answers. 1/ According to you, do the students like learning English grammar? like very much like but not much like not like 2/ Do you have difficulties when teaching English grammar? (You can choose many answers) limited time shortage of teaching aids crowded class passive students students at many levels other difficulties 3/ Do you often use games in your teaching grammar? usually sometimes seldom never 4/ According to you, what are the advantages of teaching grammar through games? lively class atmosphere positive and healthy competition developing ability of using grammar structures in another context developing students’ independence and active spirit developing students' motivation another ideas At last, please give some information about yourself: Gender: male female Level: B.A M.A Time of teaching: from 1 to 5 years from 6 to 10 years over 10 years Thank you very much for your cooperation! 40
6. APPENDIX 2 Questionnaire for Students The questionnaire aims at surveying the situation of teaching and learning grammar for 10-form students at Nghe An Ethnic Boarding high school No.2 and the measures to develop effectiveness of teaching and learning this subject by using grammar games. I would appreciate your support in completing all the following questions. Please tick (V) the appropriate options for your answers. 1/ In English lessons, which one do you like? grammar exercises communicative skills not all of them all of lessons 2/ After grammar lessons, do you understand them immediately in class? yes no sometimes 3/ What do you often do in grammar lessons in the class? listen to teachers attentively join in building the lesson eagerly join in the activities teachers give write down your notebook carefully discuss with your classmates the use of new structures make questions try to remember the structures in class 4/ Do you like the teachers' teaching method? like very much like but not much like not like 5/ Do you learn at home grammar which teachers taught in class? yes no sometimes 6/ Do your teachers often use grammar game? usually sometimes seldom never Thank you very much for your cooperation! 41
7. APPENDIX 3 Feedback of 10A1-grade students in experimental lessons 1/ Do you like the games today? yes no 2/ Are the games guided by the teacher easy for you to understand? yes no 3/ When the teacher guides how to play the games, do you feel interested in them and really join in? very interested interested interested but not much not interested not interested at all 4/ Do you apply immediately grammar structure in the game? yes no rather difficult 5/ According to you, what are the difficulties when participating in grammar games? lacking of necessary vocabulary not understanding the games not knowing to apply grammar structure in the games not knowing how to play another difficulties Thank you very much for your cooperation! 42