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Declaration I certify that this study is entirely my own work. I have provided fully documented references to the work of others. The material in this study has not been submitted for assessment in any other formal course of study. Acknowledgements First of all, I would like to express my sincere gratitude to my supervisor, Mr. Hoang Tat Truong, M.A for his guidance, helpful suggestions, invaluable critical feedback and encouragement in the writing of this research. Without his invaluable assistance, my minor thesis would not have been completed. Secondly, I would like to take this opportunity to thank my teachers of the Department of Post Graduate Studies, Colleague of Foreign Language, Hanoi National University for their interesting and valuable lectures which inspired me much to do the thesis. I am also indebted to all the teachers and the students of classes: Y9C, Y8C, Y8D and Y9D at Hagiang Medical Secondary School, who contributed data to my study. My thesis would never have been completed without their enthusiastic cooperation and assistance. My deeply gratitude also goes to the School Managing Board of Hagiang Medical Secondary School and my family members as well as my friends for their hearted encouragements from the beginning of the research. Last but not least, I also give my special thanks to Ms. Ha, the librarian of the Post- graduate Department’s library in the College of Foreign languages- Vietnam National University – Hanoi who provides me valuable materials for the completion of the thesis. Abstract The thesis deals with the teachers’ difficulties in applying CLT in teaching grammar to ethnic minority students at Hagiang Medical Secondary School. It also points out the reasons leading to those difficulties and the solutions to overcome them as well. In details, the study will be divided into three parts: A- Introduction; B- Development and C- Conclusion. In Part A, the rationale, the scope, the objectives, the significance and the method of the study are considered. In Part B, some theoretical background is given. A description of the study and a detailed analysis on the study results are also provided. Apart from that, the study goes into the English teaching and learning situations at HGMSS. There are various types of problems that both students and teachers have to cope with. Their difficulties range from background knowledge to their main expertise. Some have not been even exposed to Western civilization thus getting no insight into the Western culture. It is therefore the duty of the thesis to do a thorough research into the difficulties, classify them and find the best solutions. Based on the findings, some suggestions for reducing the teachers’ difficulties in applying CLT in teaching grammar more effectively to ethnic minority students at Hagiang Medical Secondary school are also mentioned in this part. Part C presents the key issues in the study. This part also summarizes its shortcomings and suggests for a further study. Tables of content Declaration Acknowledgements Abstract Table of contents Abbreviation List of tables and figure Part A: Introduction I. Rationale II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study II.2. Objectives of the study II.3. Significance of the study II.4. Methods of the study II.5. Design of the study Part B: Development Chapter I: Theoretical backgrounds I.1. Grammar and its status in language teaching. I.1.1. Definition of grammar. I.1.2. The status of grammar in language teaching. I.2. An overview on language teaching methods in teaching grammar I.2.1. The Grammar- Translation method I.2.1.1. Advantages of the Grammar- Translation method I.2.1.2. Disadvantages of the Grammar- Translation method I.2.2. The Direct method I.2.2.1. Advantages of the Direct method I.2.2.2. Disadvantages of the Direct method I.2.3. The Audio-Lingual method I.2.3.1. Advantages of the Audio-Lingual method I.2.3.2. Disadvantages of the Audio-Lingual method I.3. CLT on teaching grammar I.3.1. Communicative competence I.3.2. Definition of CLT I.3.3. Characteristics of CLT I.3.4. Stages in teaching grammar communicatively I.4. Factors to be considered of CLT application I.4.1. Teachers’ beliefs and attitudes I.4.2. Teachers’ qualities and personalities I.4.3. Learners’ motivation I.4.4. Learners’ belief and attitudes I.4.5. Learners’ learning style I.4.6. Learners’ anxiety and confidence I.4.7. Classroom conditions I.4.8. Language environment I.4.9. Syllabuses and textbooks I.4.10. Tests and evaluation I.5. Summary Chapter II: The survey questionnaire design and analysis II. 1. The English teaching and learning situations at Hagiang medical secondary school II.1.1. Institutional factors II.1.2. Teachers’ factors II.1.3. Learners’ factors II.1.4. Materials’ factors II.2. Research methodology II.2.1. The subjects of the study II.2.1.1. The teacher subjects II.2.1.2. The student subjects II.2.2. Objectives II.2.3. The survey instruments II.2.3.1. Questionnaire for the students II.2.3.2. Questionnaire for the teachers II.2.4. Data analysis II.2.4.1. Questionnaire for the students II.2.4.2. Questionnaire for the teachers Chapter III: Findings and suggestions III.1. Findings III.1.1. Difficulties faced by the students in learning grammar and their expectations III.1.2. Difficulties faced by the teachers in teaching grammar communicatively and their own solutions III.2. Suggestions III.2.1. Suggestions for overcoming the difficulties in teaching grammar communicatively a. Training and retraining teachers in CLT b. Redefining students’ role and teachers’ role c. Changing students’ attitude towards learning English d. Improving students’ motivation in learning grammar e. Encouraging students’ participation in class activities f. Correcting students’ mistakes with a positive attitude g. Presenting grammar in context II.2.2. Suggestions on communicative activities for a grammar lesson a. Using boards b. Realia c. Picture description d. Work cards and worksheets e. Using stories Part C: conclusion and suggestions for further study III.1. Conclusion III.2. Suggestions for further study References Appendixes Abbreviations CLT: Communicative Language Teaching HGMSS: Hagiang Medical Secondary School ELT: English Language Teaching GTM: Grammar- Translation method DM: Direct method AM: Audio-Lingual method EFL: English as Foreign Language List of tables and figures Table 1: Distribution of time and units in 2 semesters Table 2: Students’ background of foreign languages before entering HGMSS (N 0 : 215) Table 3: Students’ reasons for learning English Table 4: Students’ motivations to learning English in general and grammar in particular Table 5: Students’ preference in the way of teaching grammar structures Table 6: Students’ ways of learning grammar structures Table 7: Students’ difficulties in learning grammar Table 8: Students’ recommendations for improving English learning in general and grammar learning in particular Table 9: Teachers’ age and their teaching experience Table 10: The teachers’ aim in teaching grammar Table 11: The teachers’ ways of teaching grammar Table 12: Teachers’ opinions on CLT Table 13: The teachers’ problems when adopting CLT in teaching grammar to non- English major students at the school Table 14: Teachers’ recommendations for the difficult situations they met Figure 1: Students’ attitudes towards learning English at the school References 1. Bock, G. (March 2000). "Difficulties in Implementing Communicative Theory in Vietnam." Teacher's Edition: (p.24- 30). 2. Brumfit, C. (1984). Communicative Methodology in Language Teaching. Cambridge University Press. 3. Brumfit, C. and Johnson, K (1979). The Communicative Approach to Language Teaching. Oxford University Press. 4. Canale, M and Swain, M. (1980). Approaches to Communicative Competence. SEAMEO Regional Language Centre. 5. Canh, L. V. (November 2001). "Language and Vietnamese pedagogical Contexts." Teacher's Edition: (p.34 - 40). 6. Celce- Murcia, M (1988). Techniques and Resources in Teaching Grammar. Oxford University Press. 7. Das, B. K., Ed. (1985). Communicative Language Teaching. Singapore University Press for SEAMEO Regional Language Centre. 8. Doff, A. (1988). Teach English: A training course for teachers. Cambridge University Press. 9. Finochiaro, M and Brumfit, C (1983). The functional- notional Approach: From Theory to Practice. Oxford University Press. 10. Giao, N. Q. and N. T. N. Hoa (March 2004). "Applying Communicative Methods to Teaching Grammar: An experiment." Teacher's Edition: (p.16- 24). 11. John and Li Soars. Headway Elementary: Student’s book and Workbook. Oxford University Press. 12. Johnson, K. (1982). Communicative Syllabus Design and Methodology. Pergamon Press. 13. Johnson, K. (1981). Communication in the Classroom- applications and Methods for a Communicative Approach. Longman Group UK Limited. 14. Klippel, F. (1984). Keep Talking- Communicative fluency activities for language teaching. Cambridge University Press. 15. Littlewood, W. (1981). Communicative Language Teaching, Cambridge University Press. . for reducing the teachers’ difficulties in applying CLT in teaching grammar more effectively to ethnic minority students at Hagiang Medical Secondary school. with the teachers’ difficulties in applying CLT in teaching grammar to ethnic minority students at Hagiang Medical Secondary School. It also points out