ORGANISING COMMUNICATIVE ACTIVITIES EFFECTIVELY IN TEACHING ENGLISH GRAMMAR IN A HIGH SCHOOL IN CAN THO CITY, VIETNAM / TỔ CHỨC CÁC HOẠT ĐỘNG GIAO TIẾP HIỆU QUẢ TRONG DẠY NGỮ PHÁP TIẾNG ANH TẠI MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ờ THÀNH PHỐ CẦN THƠ, VIỆT NAM

Authors

  • Thai Cong Dan Senior Lecturer, Dr., School of Social Sciences and Humanities, Can Tho University, Can Tho City, Vietnam
  • Chau Vinh Thanh Foreign Languages Center, Tay Do University, Can Tho City, Vietnam
  • Thai Phan Bao Han Foreign Languages Center, Can Tho University, Can Tho City, Vietnam
  • Nghiem Xuan Vu Foreign Languages Center, Can Tho University, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejals.v4i1.296

Keywords:

communicative activities, effectively, teaching English grammar, high school teacher practice

Abstract

This study was conducted to investigate the effective organization of communicative activities in the periods of teaching English grammar skill. The site of this study was High school Teacher Practice-Can Tho University, in the Mekong Delta, Vietnam. The questionnaire and semi-structured interview protocol were the two main tools in gathering data from students and teachers of English at a high school. First, the research analyzed the problems of organizing “communicative activities” in teaching English grammar in high school. The problems related to teachers’ communicative method preference, the deep knowledge of communicative activities, and methodology compromise between teachers and students. They also were the noise and disorder acceptance, readiness for hard work, and the deep knowledge of English and wide understanding life. Moreover, role play is the challenge for weak students and the requirement for them. The troubles concerning with a structure were the most difficulties for students. On the other hand, this study found that noise, disorder, grouping were some suggestions for more effective communicative activities. Besides, furniture and seating arrangement, choice of genres and topics of game, monitoring and time limitation also were the best solutions for better communicative activities in teaching grammar.

 

Author Biographies

  • Thai Cong Dan, Senior Lecturer, Dr., School of Social Sciences and Humanities, Can Tho University, Can Tho City, Vietnam
    Mr. Thai Cong Dan, Dean of School of Social Sciences & Humanities (SSSH), Can Tho University (CTU), Vietnam, is currently a lecturer of English. He has held his PhD at Naresuan University, Thailand since 2010 in Educational Administration- English program. His main research interests are TEF/TESOL issues, intercultural communication, high school English learning and teaching, English program management, curriculum design, testing and evaluation and professional development. He can be reached at tcdan@ctu.edu.vn.
  • Chau Vinh Thanh, Foreign Languages Center, Tay Do University, Can Tho City, Vietnam
    Mr. Chau Vinh Thanh is an English lecturer at the Foreign Language Center of Tay Do University. He had held a master's degree in theory and English teaching at Can Tho University. His main research interests are high school English learning and teaching, curriculum design, and teaching methods. He can be reached at chauvinhthanh87@gmail.com
  • Thai Phan Bao Han, Foreign Languages Center, Can Tho University, Can Tho City, Vietnam
    Miss Thai Phan Bao Han, an English teacher and an MA candidate in TESOL at Can Tho University (CTU), Vietnam, working for Foreign Languages Center, CTU. Her main research areas are TESOL issues, English testing and evaluation and teaching English for Specific Purposes (ESP). She can be reached at thaiphanbaohan@gmail.com.

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Published

2021-11-04

Issue

Vol. 4 No. 1 (2021)

Section

Articles

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