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Trang 1 VÕ THỊ NGỌC LỄ A STUDY ON THE EFFECTS OF TEACHING GRAMMAR TO GRADE 9 STUDENTS BASED ON DEDUCTIVE APPROACH VERSUS INDUCTIVE APPROACH: A CASE STUDY AT TU MO RONG SECONDARY SCHOOL F
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY VÕ THỊ NGỌC LỄ A STUDY ON THE EFFECTS OF TEACHING GRAMMAR TO GRADE 9 STUDENTS BASED ON DEDUCTIVE APPROACH VERSUS INDUCTIVE APPROACH: A CASE STUDY AT TU MO RONG SECONDARY SCHOOL Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: TRUONG VAN DINH, PhD Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN VÕ THỊ NGỌC LỄ NGHIÊN CỨU HIỆU QUẢ SỬ DỤNG PHƯƠNG PHÁP DIỄN DỊCH VÀ QUY NẠP TRONG GIẢNG DẠY NGỮ PHÁP CHO HỌC SINH LỚP CHÍN - NGHIÊN CỨU CỤ THỂ TẠI TRƯỜNG THCS TU MƠ RÔNG Ngành: Lí luận và phương pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Trương Văn Định BÌNH ĐỊNH - 2023 i DECLARATION I hereby certify that the thesis entitled ‘A study on the effects of teaching Grammar to Grade 9 students based on deductive approach versus inductive approach: A case study at Tu Mo Rong Secondary School’ is the result of my own research in the fulfilment of the requirement for the Degree of Master of Arts I have not utilized any sources other than those cited in the references Furthermore, I affirm that this thesis has not been submitted in any other institution to obtain a degree Binh Dinh, 2023 Researcher Vo Thi Ngoc Le ii ACKNOWLEDGEMENTS Without the support, encouragement, and contributions from my supervisor, colleagues, friends and family, the successful completion of this study work would not have been possible I take this chance to appreciate them for their useful advice and invaluable comments, and time They have always been by my side and helped me enriched my knowledge and made my master thesis graduate journey a memorable chapter in my life First and foremost, I am grateful to my supervisor, Ph.D Truong Van Dinh, for his amazing supervision His knowledge and profession teaching- related expertise inspired me greatly during my M.A course at Quy Nhon University, and he opened new horizons for me in every field I profoundly appreciate his accommodating guidelines and suggestions, great patience, and strong management skills in helping me resolve the obstacles whenever I had difficulties in my study I am very lucky to have had him support me for my work Next, I would like to acknowledge all my teachers at Department of Foreign Languages, Quy Nhon University, Binh Dinh, for their interesting lectures which enable me to gain a great deal of theoretical knowledge and practical experience I am also indebted to all the students and teachers at Tu Mo Rong Secondary School for their cooperation and participation in this study Last but not least, my heart-felt gratitude goes to my family for their encouragement and support, without which I might face obstacles during the process of implementing the study and completing my thesis iii ABSTRACT An instructional approach that has been proved to be effective in one teaching context might not be appropriate in other pedagogical settings This stresses the vitality of research on instructional strategies and approaches regardless of an abundance of well-established ones With an endeavor to seek an effective approach to teach English grammar in Vietnamese contexts, this thesis reports the results of an empirical study in which the inductive and deductive approach was applied to teach the English present perfect tense to Vietnamese 9th graders in Tu Mo Rong Secondary School, a secondary in Kon Tum province The study employed a quantitative design in which the two approaches were used to teach two different groups of students (a control group and an experiment group) and a pre-test and a post-test were used to evaluate the effectiveness of the two teaching approaches The findings from the participants’ test-based scores revealed that those taught with the deductive approach outperformed their counterparts who were exposed to the inductive approach Besides, no major differences were found with respect to males and female participants’ achievement of the present perfect tense after their learning experience These findings suggest that the deductive approach to grammar teaching can be more productive in a Vietnamese EFL context in comparison with the inductive approach Considering this study’s context, sample size and participants’ characteristics, suggestions for applying its findings into other similar pedagogical settings are elucidated Besides, the limitations of the study are also discussed, from which suggestions for further studies are provided iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LISTS OF FIGURES AND TABLES vii CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 5 1.2.1 Aim of the Study 5 1.2.2 Objectives of the Study 5 1.3 Research Questions 6 1.4 Scope of the Study 6 1.5 Significance of the Study 7 1.6 Organisation of the Study 7 CHAPTER 2 THEORETICAL BACKGROUND AND LITERATURE REVIEW 9 2.1 Grammar and Language Learning 9 2.1.1 Defining Grammar 9 2.1.2 Roles of Grammar in Language Learning 11 2.2 Present Perfect Tense 13 2.2.1 Forms 13 2.2.2 Meaning and Uses 14 2.3 Grammar Teaching 18 2.3.1 Ups and Downs of Grammar Teaching 18 2.3.2 Approaches to Grammar Teaching 22 2.4 Previous Studies 28 v CHAPTER 3 METHODOLOGY 31 3.1 Research Design 31 3.2 Research Setting 32 3.2.1 English Teaching and Learning at Tu Mo Rong Secondary School 32 3.2.2 English 9 Textbook and Grammar Teaching 33 3.3 Participants 32 3.4 Materials Development and Teaching Procedures 35 3.5 Data Collection and Analysis 38 3.5.1 Data Collection 38 3.5.2 Pre-test and Post-test 38 3.5.3 Data Analysis 40 CHAPTER 4 RESULTS AND DISCUSSION 41 4.1 Effects of teaching PPT Inductively versus Deductively on Student Learning 41 4.2 Effects of Two Teaching Approaches on Student Learning By Gender49 4.3 Which Instructional Approach Is Better: Deductive or Inductive? 55 CHAPTER 5 CONCLUSION AND IMPLICATIONS 63 5.1 Conclusion 63 5.2 Limitations of the Study 64 5.3 Pedagogical Suggestions 64 5.4 Suggestion for Further Research 66 REFERENCES 67 APPENDICES vi LIST OF ABBREVIATIONS EFL English as a foreign language PPT Present perfect tense CLT Communicative language teaching TPR Total Physical Response L1 First language/mother tongue L2 Second/foreign language vii LISTS OF FIGURES AND TABLES FIGURES Figure 1.1 Teaching Activities for Simple Past in English 9 Textbook 3 Figure 1.2 Position of PPT in English 9 Textbook .4 Figure 2.1 Uses of PPT 15 Figure 2.2 Uses of PPT 16 Figure 2.3 Uses of PPT 17 Figure 2.4 Sequence of a Grammar Activity 21 Figure 2.5 Inductive versus Deductive Approaches 27 Figure 3.1 Research Design 34 Figure 3.2 Teaching Activities for PPT in English 9 Textbook 32 Figure 4.1 Comparison of Results of Pre-test and First Part of Post-test 42 Figure 4.2 Comparison of Mean Values of Pre-test and First Part of Post-test 44 Figure 4.3 Description of Results of Pre-test and First Part of Post-test 45 Figure 4.4 Range of Test-based Scores of First Part of Post-test of the Two Groups 46 Figure 4.5 Comparison of Results of Second Part of the Post-test 47 Figure 4.6 Description of Results of Second Part of Post-test 48 Figure 4.7 Range of Test-based Scores of Second Part of Post-test of the Two Groups 49 Figure 4.8 Comparison of Results of First Part of Post-test Between Male and Female Participants 50 Figure 4.9 Description of Results of First Part of Post-test Between Male and Female Participants 51 Figure 4.10 Range of Test-based Score of First Part of Post-test Between Male and Female Participants 52 viii Figure 4.11 Comparison of Results of Second Part of Post-test Between Male and Female Participants 53 Figure 4.12 Description of Results of Second Part of Post-test Between Male and Female Participants 54 Figure 4.13 Range of Test-based Score of First Part of the Post-test Between Male and Female Participants 55 Figure 4.14 Overall Comparison of Participants’ Achievements Between Two Groups 57 Figure 4.15 Overall Description of Participants’ Achievements Between Two Groups 59 Figure 4.16 Overall Comparison of Participants’ Achievements Between Male and Female Participants 60 Figure 4.17 Overall Description of Participants’ Achievements Between Male and Female Participants 61 TABLES Table 1.1 Students’ Grammar Test Results at Tu Mo Rong Secondary School 2 Table 3.1 Materials Development and Teaching Procedures 36 Table 3.2 Question Items in Pre-test and Post-test .39