Sáng kiến kinh nghiệm THPT: Using inductive approach to teach some grammatical items through short stories

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The aims of the study are as the follows: to help students gain the grammatical points through contextual situations in a short story. It means learning grammar in real situations. To develop students’ ability to apply grammatical knowledge in their communication better.

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NGHE AN DEPARTMENT OF EDUCATION AND TRAINING ------------o0o--------- INITIATIVE USING INDUCTIVE APPROACH TO TEACH SOME GRAMMATICAL ITEMS THROUGH SHORT STORIES Subject: English School year: 2022-2023
NGHE AN DEPARTMENT OF EDUCATION AND TRAINING PHAN DANG LUU HIGH SCHOOL ------------o0o--------- INITIATIVE USING INDUCTIVE APPROACH TO TEACH SOME GRAMMATICAL ITEMS THROUGH SHORT STORIES Subject: English Full name: Phan Thi Thuong Phone number: 0382576426 Full name: Trần Quốc Hải Phone number: 0979075885 Group: Foreign Language School year: 2022-2023
PART I: INTRODUCTION Abstract During this globalized world, English has been the tool language widely spoken in any formal or informal occasions to deliver and convey messages. The young generations nowadays are urged to actively enhance their English language proficiency in line with the transformation of the 21st Learning Century. In schools, teachers give much importance to vocabulary, grammar, pronunciation and try to cover their portions for the examination. However, the success of the academic activities relies mostly on the inspiration exerted from teachers, consequently leading to a significant extent of learning motivation in learners. This paper will focus on the benefits of using stories in teaching some grammatical items as an inductive method to make the lessons more enjoyable and gradually engage students into a communicative approach during a lesson of grammar. The author also finds out that this direction provides more chances for students to learn English vocabulary in an effective way. More importantly, this method can be widely applied as inductive approach in teaching grammar in general. This is an incentive for my further findings in the topic of my initiative. I. 1. Rationale Of the many issues related to language learning and teaching, grammar seems to get much attention from linguists and language teachers. The arguments of having an effective method to teach grammar have gone through a long history. Undeniably, grammar structures are very important in teaching and learning a language because they are the backbone of a language. However, how to teach grammar effectively is absolutely a challenge and it is also of constant concern among upper secondary school teachers. To solve this problem, the author has come up with the idea to create short stories to introduce the grammatical points through the certain contexts or situations. It can be affirmed that learning through stories also makes the lessons more enjoyable to young students; therefore; a rise in the level of concentration during class could be easily observed. Stories are for all of us, especially for young children. In order to assure the feasibility of this approach, the author conducted a survey inquiring for the responses of the English teachers towards it. The survey is for the teachers at my school and some others from different institutions. 1
Items Very Feasible Less Infeasible feasible Feasible It is essential that English teachers shift from deductive approach to inductive one in 38.2% 61.8% 0% 0% teaching grammar. Using stories as a good way to teach grammar is 32.4 % 64.7% 2.9% 0% applicable in terms of inductive method. Reading authentic stories 50.0% 41.2% 8.8% 0% helps improve English Teaching grammar through 44.1% 50.0% 5.9% 0% short stories significantly stimulates English learners Reading stories are helpful 36.3% 52.9% 11.8% 0% in pronunciation Reading stories boosts 47.1% 50.0% 2.9% 0% learner’s lexical resource It can be seen from the table that the majority of the responses fall in the “feasible” and “very feasible” categories. This accordingly affirms the potential effects of the research. In contrast, there is a very small number of participants leaning towards “less feasible” and no choices belong to “infeasible”. In addition to the contribution to an enjoyable grammar lesson, the initiative can further improve students’ pronunciation as well as lexical resources. Those are the reasons why I choose the topic “Using inductive approach to teach some grammatical items through short stories”. I believe that stories are crucial not only in our mother tongue but also in foreign languages. Stories are a suitable introduction to English language as they present language in a familiar and communicative context. It is obvious that grammatical structures are explicitly constructed in the stories. Based on the organization of the story text, the author might draw the target points of grammar to transfer to the students through inductive approach. I.2. Aims of the study The aims of the study are as the follows: 2
- to help students gain the grammatical points through contextual situations in a short story. It means learning grammar in real situations. - To develop students’ ability to apply grammatical knowledge in their communication better. - To build up a fun atmosphere of learning English among learners. -To shift the teaching method from “deductive reasoning” to “inductive reasoning”. - By the end of the lessons, the students will be able to successfully form the sentences using the structures previously taught. I.3. Scope of the study The study was going to be conducted at my school for every student. Due to the limited time, I concentrate my work on students in class 10A6 and 10C1 who are non-major students in two normal classes of medium level but they are also interested in learning English. Most of the teachers at my school hope to use this method as a supplementary teaching aid and to renovate their ways of delivering any grammar lessons. Thus, there should be a plan to use short stories properly within English periods. Personally, I have planned to carry out my initiative from January to April of this school year 2022– 2023. I.4. Research methods Reading the materials related to the topic like Monkey Stories Software or the book “Storyfun” by Karen Saxby (Cambridge University Press) really encourages me in designing a grammar period through short stories. Moreover, I made some reference to the study about new methodology in teaching languages. I found out many changes made in order to give the young learners as many interesting lessons as possible. Carrying out the teaching procedure in classes of grade 10, I would like to show the effects of my research seen through the theoretical principles and practical lessons. I.5. Significance of the study The study is conducted with a view to making some changes in the teaching method on grammatical items. I hope that my study would be a contribution to the new trend of education- that is how to make an interesting lesson and how to engage students more in their learning process. In other words, this would form a good way of teaching in general. The method used in the grammar lessons match with PPP teaching procedure or the ESA model. + “PPP” means Presentation, Practice and Production + ESA means Engage, Study, and Activate 3
The PPP Approach or the "Three Ps" approach to Language Teaching is the most common modern methodology employed by professional schools around the world. It is a strong feature of the renowned CELTA certification and other TEFL qualifications offered especially in the United Kingdom. PART II : MAIN CONTENT II.1 Theoretical background II.1.1 Literature review on English grammar II.1.1.1 What is grammar? Grammar and vocabulary are components that should be mastered in teaching learning process of language. The word of grammar has several meanings and many definitions have been offered to explain about grammar. In the Oxford Advanced Learner’s Dictionary of Current English, grammar is referred to as “study or science of rules for the words into sentences (syntax), and the forms of words (morphology)”. The Longman Dictionary of Contemporary English defines grammar as “the study of use of the rules by which words change their forms and are combined into sentences.” Different experts also explain or define the term grammar differently. Harmer (2001:12) considers grammar as the description of the way in which words can change their forms and can be combined into sentences in the language. It is also defined by (Lado, 1977: 141) as the study of rules that are claimed to tell the students what should and should not say in order to speak language of the social educated class. In fact, grammar is “multi-dimensional” (Batstone, 1994) and has multi-meanings. Every language has grammar. It has been believed that if a language is a building, the words are bricks and the grammar is the architect’s plan. One may have a million bricks, but do not make a building without a plan. Similarly, if a person knows a million English words, but he does not know how to put them together, then he cannot speak English (Brumfit, 2000). In conclusion, grammar is the study of the classes of words, their inflections, functions and relations in the sentence of language. Learning grammar means the study of how words are constructed in sentence well, when the pattern of grammar is used appropriately, and how the sentences will be interpreted correctly. It is assumed that it is not only how language is put together and how it works but it also tells about the system and patterns in selecting and combining words. More importantly, it shows the construction of sentences. II.1.1.2 The importance of grammar According to the definition of grammar, it is apparent why grammar is useful and important. Without mastering the grammar of a language, the students cannot comprehend the essence of the text and when they read. In this case, a good 4
grammar acquisition will help them in it. Grasping grammar knowledge helps students to understand every word when they are reading as well as speaking. “Imagine two car drivers. The first driver knows only driving and nothing about the working of the engine. He feels helpless whenever there is some trouble with machinery. The second driver knows driving and also understands the working principles. The person who knows grammar is like this second driver. In case he is doubtful about the correctness of a particular thing, his knowledge of grammar comes to rescue him (Kohli, 116)”. Therefore, to speak in a clearer and more effective manner we need to cultivate grammar in combination with lexical knowledge. For those who have unconscious knowledge of grammar, it may be sufficient for simple language use. But the persons who wish to communicate in the artistic manner with well-defined structures must go for the greater depth of understanding and proficiency that the study of grammar offer. II.1.1.3 Principles of grammar teaching Looking at what principles can guide us in the teaching of grammar; both Hedge and Thornbury (2001) give us some worthy answers. Hedge (2000) considered that the presentation of grammar to learners should facilitate learning in many ways. It can provide input for noticing output and accurate forms of English; it can present high-frequency of grammatical items explicitly to speed up learning; it can provide information about the communicative use of language structures by contextualizing them in written and spoken forms; it can give information implicitly through exposure to examples or explicitly through instruction on the stylistic variation of language form. Below are some rules of thumb about teaching grammar by Thornbury (2001). ●The Rule of Context Teach grammar in context. If you have to take an item out of context in order to draw attention to it, ensure that it is re-contextualized as soon as possible. Similarly, teach grammatical forms in association with their meanings. The choice of one grammatical form over another is always determined by the meaning the speaker or writer wishes to convey. ●The Rule of Use Teach grammar in order to facilitate the learners’ comprehension and production of real language, rather than as an end in itself. Always provide opportunities for learners to put the grammar to some communicative use. ●The Rule of Economy To fulfill the rule of use, be economical. This means economizing on presentation time in order to provide maximum practice time. With grammar, a little can go a long way. ●The Rule of Relevance 5
Teach only the grammar that students have problems with. This means, start off by finding out what they already know. And don’t assume that the grammar of English is a wholly different system from the learner’s mother tongue. ●The Rule of Nurture Teaching does not necessarily cause learning – not in any direct way. Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning. ●The Rule of Appropriacy Interpret all the above rules according to the level, needs, interests, expectations and learning styles of the students. This may means giving a lot of prominence to grammar, or it may mean never actually teaching grammar at all – in any up-front way. But either way, it is your responsibility as a teacher to know your grammar inside out. II.1.1.4 Common techniques for Presenting Grammar There is a variety of techniques for presenting new grammar items. Below is an overview of some most commonly-used. Note that no one technique will necessarily prove better than another, so the general rule when it comes to presenting grammatical rules is to combine a variety of techniques. ▪ Direct Explaining You can explain a grammar rule directly using the students’ mother tongue. This has the advantage of allowing students to contrast an item of grammar in English with an item of grammar in the students’ own language. For example, the two languages might use past tenses in different ways. On the other hand, some teachers believe that it’s more effective to present and explain the grammar directly by using English at all times. Certainly, in classes where the students already have learnt some English, it’s usually possible to build on what they already know to introduce a new grammar point. ▪ Discovering the grammar Often, it’s helpful to have students discover the grammar rather than telling them what it is. Do this by choosing a text which contains lots of examples of the target grammar. For example, if the text includes regular verbs in the past simple form (e.g. lived, travelled, moved, etc), ask the students to underline all the verbs in the text. Then ask them to say what they notice about the verbs – which will be that they all end in -ed. ▪ Drawing timelines (teaching tenses) Timelines are useful for teaching grammar structures that refer to aspects of time. Timelines are a simple and visual way to clarify the actions and events described 6
in a sentence. They are often used by teachers for presenting the meaning of verb tenses in English. The basic form of a timeline shows a horizontal line with a point in the middle indicating NOW or the moment of speaking. Before that point is the past and after it is the future. Some teachers also write the words PAST and FUTURE along the line. You can indicate single actions with an X and periods of time with an arrow. Continuous actions are often indicated with a wavy line. ▪ Using objects Sometimes using objects can work as quickly as anything to present the meaning. For example, if you want to present the comparative form (… is bigger than …), the simplest way is to find two objects and contrast them. Alternatively, ask two students to stand up and compare their height to produce a sentence like: Hany is taller than Tom. Write the sentence on the board and underline the comparative form so the students notice the construction. Similarly, if you teach prepositions (in, on, next to, etc), using a selection of objects in different positions from each other is a very effective starting point. ▪ Contrasting structures With higher-level grammar, it’s useful to ask students to contrast two grammar structures which are similar in certain ways, but which have an important difference in meaning. For example, these two sentences contrast two different meanings of the present perfect tense. + He has been to London. + He has gone to London. A teacher could ask the students to compare these sentences and say what the difference in meaning is. ▪ Choosing the correct answer This is similar to the previous technique because you give students two sentences, but one sentence has a mistake related to grammar. You write them on the board and get students to say which they think has the mistake and why. For example: + I’ve lived here since three years. + I’ve lived here for three years. Students discuss the sentences in pairs. Sentence A. is wrong because we use “since” to refer to a fixed point in time (e.g. March, 1989, etc.) whereas we use “for” to describe duration of time. II.1.2 Inductive and Deductive approach II.1.2.1 Inductive 7
Inductive is used to describe reasoning that involves using specific observations, such as observed patterns, to make a general conclusion. This method is sometimes called induction. Induction starts with a set of premises, based mainly on experience or experimental evidence. It uses those premises to generalize a conclusion Inductive reasoning is the act of using specific scenarios and making generalized conclusions from them. Also referred to as “cause-and-effect reasoning,” inductive reasoning can be thought of as a “bottom up” approach. For example, you might observe that your older sister is tidy, your friend’s older sister is tidy and your mom’s older sister is tidy. Inductive reasoning would say that therefore, all older sisters are tidy Inductive reasoning starts with a single inference or observation drawn from specific and comparable situations. Unfortunately, getting an accurate inference or fair judgment might not lead to diversity. Inductive reasoning starts with something specific and then tries to generalize, which may be inaccurate. The logic can be sound, but further observation can prove it wrong II.1.2.2 Deductive Deductive is used to describe reasoning that involves arguments whereby, if the premises are true, then the conclusions must also be true. In a deductive argument, the conclusions flow directly from the premises given (Walton, 1989, p. 110) Deductive reasoning is the act of making a generalized statement and backing it up with specific scenarios or information. It can be thought of as a “top down” approach to drawing conclusions. For example, consider the statement “all apples are fruits”. When you introduce specific piece of information like “all fruits grow on trees”, you can then deduce that all apples grow on trees. Deductive reasoning can be misleading. The premises of an argument could be inaccurate, meaning the conclusion will be inaccurate too. This approach can also be time-consuming. Coming up with a valid argument and testing all the possible implications of the premises can take a lot of time, resulting in inflexibility and rigidity. People who depend on this method of reasoning can become unwilling to consider other points of view. II.1.2.3 The Differences between Deductive and Inductive Approach A deductive and an inductive approach basically differentiate into lesson procedures, learner roles, teacher roles and usage of metalanguage in the teaching process. A deductive approach is based on the top-down theory which the presentation and explanation of grammar rules take the precedence over teaching. The language is taught from the whole to parts so learners understand the grammar rules and structures firstly. Next, they see the examples provided by the teacher 8
and finally, they begin to produce their own examples. In contrast to this, an inductive teaching is based on the bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole. For this reason, the teaching process begins with a text, audio or visual in a context. Secondly, learners work on the material to find the rules themselves. In the final stage, they give their own examples. One another significant difference is the role of the teacher. In a deductive teaching teacher is the authority in the classroom. The main role of the teacher is to present the new grammar item to the learners. The second role is to prepare exercises for the students. The teacher is the organizer and controller of the classroom. Conversely in an inductive teaching teacher behaves as a guide and helper while students study the grammar rules themselves. It appears that while deductive approach is teacher-centered and traditional, inductive approach is student-centered. A deductive approach makes language too descriptive by using language terminology. This leads to the perception that a language is only a tool for making descriptions. That is to say, while grammar is learned consciously in deductive approach, it is learned subconsciously in inductive approach. Therefore, it seems that an inductive approach is more natural and parallel to the language acquisition Comparison Chart Category Deductive Inductive Introduction Deductive reasoning, also Inductive reasoning, also called (from called deductive logic, is the induction or bottom-up logic, Wikipedia) process of reasoning from one constructs or evaluates general or more general statements propositions that are derived regarding what is known to from specific examples. reach a logically certain conclusion. Arguments Arguments in deductive logic Arguments in inductive are either valid or invalid. reasoning are either strong or Invalid arguments are always weak. Weak arguments are unsound. Valid arguments are always uncogent. Strong sound only if the premises they arguments are cogent only if the are based upon are true. premises they are based upon are true. Validity of Conclusions can be proven to Conclusions may be incorrect conclusions be valid if the premises are even if the argument is strong known to be true. and the premises are true 9
II.1.2.4 The advantages of inductive approach (1) Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance. (2) Learners' greater degree of cognitive depth is "exploited." (3) The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated. (4) The approach involves learners' pattern-recognition and problem-solving abilities, in which particular learners are interested in this challenge. (5) If the problem-solving is done collaboratively, learners get an opportunity for extra language practice. II.1.3 Literature review on short stories II.1.3.1 What is a short story? Short story, brief fictional prose narrative that is shorter than a novel and that usually deals with only a few characters (https://www.britannica.com) A short story is a fully developed story that is shorter than a novel and longer than a fable. It typically takes just a single sitting for reading. Short stories focus on the incidents bigger or smaller and evokes strong feelings from its readers. A short story often has a few characters in the plot (https://literarydevices.net) The short story is usually concerned with a single effect conveyed in only one or a few significant episodes or scenes. The form encourages economy of setting, concise narrative, and the omission of a complex plot; character is disclosed in action and dramatic encounter but is seldom fully developed. Despite its relatively limited scope, though, a short story is often judged by its ability to provide a “complete” or satisfying treatment of its characters and subject. II.1.3.2 Five important Elements of a Short Story ▪ Character A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work. ▪ Setting The setting of a short story is the time and place in which it happens. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting. ▪ Plot A plot is a series of events and character actions that relate to the central conflict. 10
▪ Conflict The conflict is a struggle between two people or things in a short story. The main character is usually on one side of the central conflict. On the other side, the main character may struggle against another important character, against the forces of nature, against society, or even against something inside himself or herself (feelings, emotions, illness) ▪ Theme The theme is the central idea or belief in a short story. II.1.3.3 What are the benefits of teaching grammar through stories? “Stories are useful in language learning for young learners. The activities you do in class should help this kind of acquisition. Stories are the most valuable resource you have. They offer children a world of supported meaning that they can relate to. Later on you can use stories to help children practice listening, speaking, reading and writing.” (Slattery & Willis, 2001). Everyone loves a story. Stories can be used for both eliciting and illustrating grammar points. A well-told story is the perfect context for a structure-discourse match, but the techniques can also be used effectively for a structure-social factor match. Storytelling is one of these extremely versatile techniques, and once you get familiar with it, it can be a convenient and natural grammar teaching tool. You may even find that it is the technique that holds students’ attention best, as well as the one they enjoy most. Grammar points can be contextualized in stories that are absorbing and just plain fun if they are selected with the interest of the class in mind, are told with a high degree of energy, and involve the students. Students can help create stories and impersonate characters in them. Students will certainly appreciate and respond to teachers’ efforts to include them in the storytelling process. But they will also enjoy learning through the stories. Stories should last from one to five minutes, and the more exaggerated and bizarre they are, the more likely students will remember the teaching points they illustrate. Storytelling can be effective for teaching English to young learners for the following reasons. ● The purpose of telling a story is genuinely communicative. ● Storytelling is linguistically honest (It is oral language, meant to be heard). ● Storytelling is real (people do it all the time) ● Storytelling appeals to the individual while forging a community in the classroom. Although some teachers are better at telling stories than others, almost any of us can tell stories with energy and interest. Students naturally like to listen to stories, and they are remembered long after the lesson is over. 11
II.1.3.4. Short Stories as Contexts in Teaching Grammar Pardede (2011) pointed out different ways in which stories help students to learn grammar: First, stories enhance the memory through the identification of patterns, the stimulation of the imagination and any well-written short story is enjoyed by the readers. Stories can be used for both eliciting and illustrating grammar points. In addition, a well-told story is the perfect context for a structure-discourse match, but the technique can also be used effectively for a structure-social factor match. Thornbury (1999) rightly asserts that if the students are able to make sense of grammar, they first need to be exposed to it in its contexts of use. Brumfit and Carter (1986) have suggested varieties of ways in which the study of literature and language can be integrated and have also experimented with the implications of the use of literature in the language classroom. Their point is that literary text is almost the only context where different varieties of language can be mixed (Khatun, 2013). Students will certainly appreciate and respond to the efforts of including them in the storytelling process, but they will also enjoy learning grammar through stories. Nunan (1998) writes that in textbooks, grammar is very often presented out of context. Learners are given isolated sentences, which they are expected to internalize through exercises, involving repetition, manipulation, and grammatical transformation. These exercises are designed to provide learners with formal, declarative mastery, but unless they provide opportunities for learners to explore grammatical structures in context, they make the task of developing procedural skill- being able to use the language for communication- more difficult than it needs to be, because learners are denied the opportunity of seeing the systematic relationships that exist between form, meaning, and use. Collie and Slater (1991) suggests that amongst various genres of literature that can be employed for the purpose of teaching language, short story receives considerable attention for its length and inner construction. Due to its shortness a short story is feasible enough to be wholly covered in a class (Shaha, 2014). In this connection, Wajnryb (1990) asserted that accuracy in language acquisition plays an important role to understand both speaking and writing performances. Context gives a more precise understanding of how to use the grammar, and provides accuracy in the studied language both in oral and written skills II.2. Practical background II.2.1 Subjective factors So far teaching grammar in English has been considered unchanged and inflexible because of traditionally consistent teaching methods. There seems to be very little adaptation for the grammar lessons; therefore; it causes the boredom among students. From my observation, most of the grammar lessons have been taught in a traditional way. For example, vocabulary is listed without context and grammatical structures are most commonly taught through worksheets, drills and rote memorization. "Thinking outside of the box and trying to teach these critical 12
skills through a project can be extremely challenging for some teachers (Fluent, 2016)". Moreover, both teachers and students at my school still face a number of difficulties and challenges in implementing the new teaching program in which the new things should be discovered and should be experienced. Personally I think the main reason for this is that teachers still do not know how to apply the new technology in teaching job. They are so much familiar with the old teaching techniques that they find it a struggle to uncover themselves out of it. Besides that, students also partly contribute to this drawback. In 90% of my lessons, I have noted that my students want to listen to my explanation in Vietnamese. They expect to be provided the sounds or the grammar structures right away regardless of what I am trying to make it different. The most difficult part in a grammar lesson is when I expect them to use what they have learned into communicative activities in Production stage. It has been estimated that up to 80% of the students cannot do well in this stage. II.2.2 Objective factors It is a fact that the low level of students partly hinders the changes into communicative lessons among English teacher. Although they desire to plan a lesson in form of that way, there is a few obstacles from learners such as lack of motivation or reluctance to cooperate from students. Another contributor is that teachers have not much taken advantage of technological devices in teaching foreign languages. In fact, the use of IT in teaching makes the lessons more interesting and draws more attention from students. However, at my school the innovation put in designing a procedure has not been sufficiently updated. Only the observation classes have been technologically invested. Sometimes, if there is a technical failure during teaching procedure, they feel discouraged. There is a shortage of the important ICT tools and applications used in the field of English Language Teaching as below: + Computers: This is the most important tool of information and communication technology and backbone of modern human life. + Overhead projector: It is an important tool of displaying information and processes to a large number of people simultaneously + Internet: It is the most important facility of communication. All the modern communication takes place through this. Additionally, IT training courses for teachers are not taken into consideration by educational administrators. Meanwhile, the old generation of teachers needs to be regularly equipped with advanced technology to meet the requirements of modern teaching methods. II.3 The target grammatical points applied II.3.1 Used to 13
Step 1: Introducing the story “The Shady Past of a Butterfly” 14
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Step 2: Presenting the structure “used to” through the story (a) Teacher asks students to pick out the sentences using “used to” in the story. 17
For example: “I used to be a caterpillar”, “I used to eat sweet, young, green leaves”, “He used to come running after me to catch me”, ……… (b) Teacher asks students to observe these statements thoroughly and draw a principle of forming them. (c) Students give their responses and teacher continue to explain further as follows: 18