VIETNAM NATIONAT, UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDLES: NGUYEN THI THINH A QUASI-EXPERIMENTAL STUDY OF FORM-FOCUSED INSTRUCTION AT HANOI UNIVERSITY OF INDUSTRIAL FINE ARTS (Nghiên cứu giả thực nghiệm về phương pháp day chú trọng dạng thức ngôn ngữ ở Trường Dại Học Mỹ Thuật Công Nghiệp Hà Nội) M.A THESIS ENGLISH METHODOLGY 601410 HANOI- 2010 VIETNAM NATIONAT, UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDLES: NGUYEN THI THINH A QUASI-EXPERIMENTAL STUDY OF FORM-FOCUSED INSTRUCTION AT HANOI UNIVERSITY OF INDUSTRIAL FINE ARTS (Nghiên cứu giả thực nghiệm về phương pháp day chú trọng dạng thức ngôn ngữ ở Trường Dại Học Mỹ Thuật Công Nghiệp Hà Nội) M.A THESIS FIELD: ENGLISH METHODOLGY CODE: 601410 SUPERVISOR: NGUYEN THI VUONG, M.A HANOI- 2010 TABLE OF CONTENT Page Acknowledgements. Hs ~ th Table of content. List of Abbreviations vị List of ñgures. vii CHAPTER ONE: INTRODUCTION.
Rationale for the study | 13. Aim of the study wd 1. Significance af the study.6, The scope of the study. The structure of the study.
3 CHAPTER TWO: REVIEW OF LITERATURE.2, Definition of terminologies 5 2.2, Form-Focused Instruction (FED vee WS 2. Focus-on-forms vs. Focus-On-fOorm.1 Hocus-on-forms (Vol’s) 7 2. Planned focus on form - 8 3.
Ineidehfdl ƒocus on ẨÐDNM con 2n hnheeeerereeaereooÐ 2. Advantages and Disadvantages of FFT.1, The Advantages of FFI.2 The Disadvantages of FEL. wv CHAPTER THREE: THE STUDY. The rationale of using a qua 18 1.The scope of the study The study is limited to the examination of the causal relationship between form-focused instruction and students’ grammatical competence at Hanoi University of Industrial Fine Atts.The structure of the study The sturdy consists of four chapters Chapter 1: Introduction Firslly, this chapter presents the rationale for conducting the shady.
This part (hen will be followed by the aim of the study, research questions, significance, the scope of the study. Finally, the structure of the study will be presented so that the reader will have an overall look of order of the study. Chanter 2: Literature review ‘this chapter deals with an overview of the literature, It starts with the definition of tentinologies inchuding grammatical compotonee and FFT. Tl is thon concerned with FonF vs, FonFs, Next part is about the advantages and disadvantages of FFI.
This chapter will finish with a summary Chapter 3: The study ‘This chapter presents the ressarch design, research procectures, and the result of the study. Firslly, the rationale far using a quasi-caperimenlal design is presented. This will be followed by the descriptionof the procedures and the treatment. Lastly, the findings will be summarized and discussed Chapter 4: Conclusion ‘this chapter includes the summary of the main findings, the conclusions, the recommendations, and th: Limitations and the suggestions for future studics, Firstly, the summary of the main findings tfom the treatment is focused on.
This will be followed by APPENDIX 14. 1 APPENDIX 1B IV APPENDIX 24.1 Definition ofa quast-experimental method. The rationale of using a quasi-experimental method 18 3. 19 BRL The subjects.
Post-treatment test. Activities used in the treatment. Process of the treatment. S0oring pToe€dTes.
Results of pre-test and postiest.3, Data Fom trderviews. The [HỒ uc HH Ha gi, 3.1 The answer for hypothesis. The findings from the interview. Students’ perceptions of the differences between FFI and their conventional learning.
Levels of motivating among the siudems vhen adopting EET.3, Students’ evaluations lowdrdiy he FE] melhOl, co DO 3. The summary 32 CHAPTER FOUR: CONCLUSION.2, Summary of the major findings 3⁄4 4. DO: 44, Recommendation of the application of the FEI method.36 45, Limitations and suggestions far future studies 36 REFERENCES 38 1.The scope of the study The study is limited to the examination of the causal relationship between form-focused instruction and students’ grammatical competence at Hanoi University of Industrial Fine Atts.The structure of the study The sturdy consists of four chapters Chapter 1: Introduction Firslly, this chapter presents the rationale for conducting the shady. This part (hen will be followed by the aim of the study, research questions, significance, the scope of the study.
Finally, the structure of the study will be presented so that the reader will have an overall look of order of the study. Chanter 2: Literature review ‘this chapter deals with an overview of the literature, It starts with the definition of tentinologies inchuding grammatical compotonee and FFT. Tl is thon concerned with FonF vs, FonFs, Next part is about the advantages and disadvantages of FFI. This chapter will finish with a summary Chapter 3: The study ‘This chapter presents the ressarch design, research procectures, and the result of the study.
Firslly, the rationale far using a quasi-caperimenlal design is presented. This will be followed by the descriptionof the procedures and the treatment. Lastly, the findings will be summarized and discussed Chapter 4: Conclusion ‘this chapter includes the summary of the main findings, the conclusions, the recommendations, and th: Limitations and the suggestions for future studics, Firstly, the summary of the main findings tfom the treatment is focused on. This will be followed by vi List of Abbreviations: English as Foreign Language FTI: Form Focused Instruction FonFs: Focus-on-Forms FonF: Focus-on-Form Li: Native Linguage Target language Number vi List of Abbreviations: English as Foreign Language FTI: Form Focused Instruction FonFs: Focus-on-Forms FonF: Focus-on-Form Li: Native Linguage Target language Number CHIAPTER ONE: INFRODUCTHION 1.Introduction Iirstly, this chapter presents the rationale for conducting the study.
‘This part then will be followed by the aim of the study, research questions, significance, and the scope of the study. Finally, the structure of the study willl be presented so that the reader will have an overall lock of order of the study. Rationale for the study. Grammar is one of the most controversial issues in teaching a language.
At first, grammar was faughl through a Wadilional way in which, according (o Long and Robinson (1998), discrete points of grammar are presented one at a time. Whereas, Fotos (1998) write that what LI'L leamers really need is a not grammatical feature, but opportunities for conmmunivative language uscs. Therefore, a micaning-focuscd approach lo language teaching, according to Maley (1986) and Littlewood (1981) that concentrates on language use, appropriateness, fluency, learner-centeredness and integration of language skills (Cited in Gao 2009, p46), has appeared. Towever Brawn (1994:77) suggesls thal teachers working in the communicative context try to implement “teal life” communication in the language classroom in order to help learners develop linguistic fluency not just accuracy.
As a restill, fluency wilhoul approprialcness would cause serious misunderstandings in comumnication (Dai, 2002) Recently there has bow a call for an integration of focus on farms and focus on meaning in the second language classroom that is focus on form. «As for Long and Robinson’s opinion (1998:23), focus on form offen consists of an occasional shift of attention to linguistic code features - by the teacher and/or one ot more student - triggerad by perceived problems with comprehension or production They arguc that focus on form is the third option which attempts to capture the strengths of an analytic approach while dealing with its limitation. According to Loug this approach lo grammar is more effective. Leng (1991: 45-46) claims that through focus on form, learners will be encouraged to achieve more accuracy in using language.
Rod Ellis (1994:659) also acknowledges that formal instruction resulis in increased accuracy and accelerates progress through developmental sequences and its effets are ta some extenl durable Studies on focus on form, which were conducted in various contexts, showed positive resulls, Towever, this question has not been adequalely sludied in Vieinatn, especially in the context where English is taught as a sub-subject at the university. For all thes: sasons, T decided fo conduct a quasi-cxperimental study of Form-Foeused Instruction in HUIFA. This study aims at investigating the effectiveness of focus on form approach in teaching grammar toward students’ grammar achievements at HUIKA.Aim of the study This study attempts to examine the effect of form-focused instruction on improving students’ grarmmalical competence In order to achieve the above aim, a quasi-experimental method was used in this study. ‘The hypothesis to be tested in this study was Form-focused Insirustion (FFI) inprovas students’ grammatical competence significantly in comparison with the traditional focus- on -forms approach.Rescarch qucstians 1, To what extent does FFI lead to the improvement of students’ grammatical competence’? 2, Ts there any difference in terms of studderts’ gramunatical competence between Fonts and FFI approach to grammar 1.The significance of the study The result of this study will provide empirical information about the effectiveness of FFL on students’ grammatical competence in the context of English as a sub-subject taught at a Vietnamese university.
The igmificance of the study will therefore lie in its contributions: to the understanding of how FFI works in an English-as-a-foreign language context. vil List of Lables Table 3.1 Students’ mean score im pre-test and post test ‘Table 3. 2: Descriptive statistics of the post-treatment test.3: Results on the five criteria List of graphs Graph 3.1: Frequency distribution of the Experimental class Graph 3.2: Frequency distribution of the Control class.The scope of the study The study is limited to the examination of the causal relationship between form-focused instruction and students’ grammatical competence at Hanoi University of Industrial Fine Atts.The structure of the study The sturdy consists of four chapters Chapter 1: Introduction Firslly, this chapter presents the rationale for conducting the shady. This part (hen will be followed by the aim of the study, research questions, significance, the scope of the study.
Finally, the structure of the study will be presented so that the reader will have an overall look of order of the study. Chanter 2: Literature review ‘this chapter deals with an overview of the literature, It starts with the definition of tentinologies inchuding grammatical compotonee and FFT. Tl is thon concerned with FonF vs, FonFs, Next part is about the advantages and disadvantages of FFI. This chapter will finish with a summary Chapter 3: The study ‘This chapter presents the ressarch design, research procectures, and the result of the study.
Firslly, the rationale far using a quasi-caperimenlal design is presented. This will be followed by the descriptionof the procedures and the treatment. Lastly, the findings will be summarized and discussed Chapter 4: Conclusion ‘this chapter includes the summary of the main findings, the conclusions, the recommendations, and th: Limitations and the suggestions for future studics, Firstly, the summary of the main findings tfom the treatment is focused on. This will be followed by APPENDIX 14.
1 APPENDIX 1B IV APPENDIX 24.1 Definition ofa quast-experimental method. The rationale of using a quasi-experimental method 18 3. 19 BRL The subjects. Post-treatment test.
Activities used in the treatment. Process of the treatment. S0oring pToe€dTes. Results of pre-test and postiest.3, Data Fom trderviews.
The [HỒ uc HH Ha gi, 3.1 The answer for hypothesis. The findings from the interview. Students’ perceptions of the differences between FFI and their conventional learning. Levels of motivating among the siudems vhen adopting EET.3, Students’ evaluations lowdrdiy he FE] melhOl, co DO 3.
The summary 32 CHAPTER FOUR: CONCLUSION.2, Summary of the major findings 3⁄4 4. DO: 44, Recommendation of the application of the FEI method.36 45, Limitations and suggestions far future studies 36 REFERENCES 38 1.The scope of the study The study is limited to the examination of the causal relationship between form-focused instruction and students’ grammatical competence at Hanoi University of Industrial Fine Atts.The structure of the study The sturdy consists of four chapters Chapter 1: Introduction Firslly, this chapter presents the rationale for conducting the shady. This part (hen will be followed by the aim of the study, research questions, significance, the scope of the study. Finally, the structure of the study will be presented so that the reader will have an overall look of order of the study.
Chanter 2: Literature review ‘this chapter deals with an overview of the literature, It starts with the definition of tentinologies inchuding grammatical compotonee and FFT.
