Teaching and learning grammar has always been an important part of learning English language in Bhutanese classrooms. Without grammar, language learning is incomplete. Since the primary objective of language is to communicate effectively, it cannot happen without understating the functions of grammar and the ability to apply them appropriately. It is a well-known fact that teaching and learning grammar is fundamental in building students’ language proficiency. For instance, Debata (2013, p. 482) argues that students with good knowledge of grammar enables them to correct their mistakes and improve a written work.
ABSTRACT Grammar is considered as an effective evaluation of learners’ competence. Along whith vocabulary, it is acknowledged by many researchers and educators as crucial part in language acquisition. The Grammar Translation method used for a long time caused that students were demotivated by learning language separatedly from contexts. Hence, there are numerous studies showing the effectiveness of inclusion grammar instructions in communicative approach. The paper aimed at exploring teacher’s perpectives on the changes in teaching grammar in Vietnamese context.
There are three perspectives in presenting grammar. They are grammar in discourse, grammar and style and grammar as meaning. The teacher should contextualize grammar according to the three perspectives. (Hedge,2000) When we contextualizing grammar we can use functions. For example, the functions can show us a habit in a period of time or an invitation.
This statement acknowledges that grammar competence is essential for the acquisition of all the other language skills. According to CAPS (2011:15) grammar and vocabulary need to be taught in situations and activities with a specific focus on those aspects of language so that grammatical rules can be taught. It means that it is important for the grammar rule to be taught and activities that focus on those specific aspects of grammar be given. However it equally important for the learners to utilise their acquired knowledge in different contexts. (Rama and Agullo, 2012) on one hand documents that the shallow-end Communicative Language Teaching is based on the idea that in order for a learner to become an efficient communicator they need to first learn the grammatical rules.
The teaching/learning of English grammar has had an important role in our curriculum. In fact grammar as the backbone of a language is taught / learnt for greater communicative competence in schools and colleges but teaching /learning English grammar is considered very difficult for various reasons by both teachers and learners. The teaching / learning of English grammar can be viewed from three different angles – (1) the content itself, (2) a teacher, and (3) a learner. As grammar is an abstract subject, it is difficult to understand it. The terminology of English grammar includes derivatives from Greek and Latin.
Therefore, after studying grammar, they will be more accurate when using language. In addition to accuracy, Ellis also says that grammar learning can make the internalization of syntactic system become easier. Hence, it improves development of fluency (Hinkel and Fotos, 2002, p.10). When a person has learned grammar rules afterwards compared to those who have never learned before. That person will know how to organize and express the ideas in his mind without any diffFiculty.
It is true that the grammar translation method is widely practiced and is the standard way in teaching languages in schools. It is very much based on the return work and the rules particular work in grammar. This method is very successful over the years in learning foreign languages to a high degree of proficiency. This method is often based on drills, translations, etc. The main disadvantage of grammar translation method is that it lacks speaking
New material is created in the form of dialogues and as the language learning is habit formation, the method cultivates dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. All four language skills: Listening, Speaking, Reading and Writing are sequenced. Vocabulary is strictly limited and learned in context.
1.2. Review of Literature The concepts of parts of speech workshop and cooperative learning have drawn the researcher’s attention to provide the related literature to clarify the necessary concepts .Also, in this section the background of experimental researches of using cooperative learning in various language learning domains, especially grammar from the old to the recent studies are listed and elaborated. 1.2.1 Theoretical Background 18.104.22.168 The importance of grammar (Parts of speech) According Khansir and Pakdel (2016) the value of grammar teaching is important in English language teaching field. Grammar is the base of English language. It is not acquired naturally, but learning, it needs be instructed. Grammar operates