SKKN Enhancing communicative competence for students through grammar lessons in English 10 Global Success

 the most answers will be the winner. 
In short, with each grammar lesson, teachers always find alternative ways to 
introduce the lessons towards learner-centered method. In this study, we just give a 
brief demonstration to explain the method. We have applied the same methods, 
including games, using the context available in the coursebook and using visual 
aids to the other grammar items in english 10 – Global Success. Teachers just give 
eliciting questions and create the chance for students to use their language skill in 
communication so that their communicative competence can be promoted through 
grammar lessons at school. 
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PART C: CONCLUSION 
 I. RESULTS OF THE EXPERIENCE APPLICATION: 
We haved applied the methods of teaching grammar communicatively for the 
grammar lessons in the coursebook English 10 – Global Success in three classes 
10D1, 10A1, 10D3, and 10D5 for nearly a schoolyear and have achieved good 
results. The students in these classes are really eager to raise their voice in grammar 
lessons. They actively participate in learning activities, especially games in which 
they have chance to compete in groups or individually. With each grammar item, we 
discussed and tried to find out the most suitable way to stimulate students to practice 
their speaking and listening skills. Students understand the grammar rules through 
authentic context so they can apply what the structures they have learned to the real 
life conversation. Simultaneously, the grammar lessons are taught in the context 
available in the previous lessons of the coursebook so students have chance to use 
the vocabulary or expressions of the topic in their conversation, which help them 
memorize the vocabulary more easily. In this way, students work out the grammar 
rules themselves while promote their communicative competence. Up to now, our 
students feel really confident to practice speaking skills, especially, they can build 
up the sentences grammatically and use the target language in appropriate situations. 
We have recently evaluated the students’ progress through the mid term test and the 
results are so impressive. Besides the writing and reading comprehension skill, the 
mid term test focuses on checking students’ speaking and listening skills as well as 
their understanding of grammar knowledge which make up nearly 40% of the total 
questions in the test. Nearly 115 out of 169 students of the four classes got good and 
excellent scores in speaking and listening skills and grammar questions, which 
account for 68% Particularly, students in class 10D3 and 10D5 who didn’t have a 
good command of English at first now can take part in a discussion about any issues 
related to the topics they have learned confidently and they can convey their iddeas 
grammatically. We are really optimistic about our study that we have worked 
together for nearly one year so far. In addition, we not only have used the method in 
the classes that we are in charge of but we also have organised some discussions 
with English teachers in our school about how to teach grammar lessons 
communicatively. All of them react positively to the methods and they agree that the 
methods require teachers to be more dedicated and creative in each lesson. Teachers 
no longer give lectures on grammar items in a traditional way by explaining the 
grammar rules and asking students to repeat mechanically. What they have to do is 
designing suitable activities, giving eliciting questions and building the contexts in 
which students both work out the rules themselves and practice communication skill, 
thus their communicative competence has been enhanced day by day. 
We have also conducted a survey on the urgency and feasibility of the 
teaching grammar methods proposed in this study and we have made a questionnaire 
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to interview 17 English teachers and 178 students not only in my school but also in 
a high school nearby which nearly has the same teaching and learning background 
to ours. 
To make it easier for all the students who are involved in the survey to 
understand the questionnaire, the questions are written in Vietnamese. In the first 
part of the questionnaire, we asked them what they think of the urgency of the 
methods suggested in this teaching experience with five categories and four levels. 
The second part is about the feasibility with the same categories and four equavalent 
levels. 
1. Improving communicative competence for students through grammar 
lessons in English 10 – Global Success 
2. Innovating the grammar teaching method towards learner-centered instead 
of the traditional grammar teaching method (the teacher presents the rules; the 
students take notes and practice). 
3. Designing suitable games for grammar lessons 
4. Using the contexts available in the coursebook or creating own contexts to 
help students understand the real life situations using grammatical structures 
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5. Using visual aids in grammar lessons 
- Four levels of the urgency: Very urgent, urgent, less urgent, and not urgent. 
- Four levels of feasibility: Very feasible, feasible, less feasible and not 
feasible. 
Here are the results of the survey: 
As can be seen from the pie chart above, nearly 95% of the people agree that 
Improving communicative competence for students through grammar lessons in 
English 10 – Global Success is very urgent and urgent and the same percentage of 
them agree that it is very feasible and feasible. 
The survey of the urgency and feasibility of the second value - innovating 
the grammar teaching method towards learner-centered instead of the traditional 
grammar teaching method (the teacher presents the rules; the students take notes 
and practice), we also get the same results of 95% and 97%, respectively as shown 
in the chart below. 
31 
32 
In the third value - designing suitable games for grammar lessons, 93% of the 
people show that it is very urgent and urgent and 94% say it is very feasible and 
feasible. 
As it can seen in the chart, the percentage of the urgency and feasibilty of the 
third value - designing suitable games for grammar lessons is the highest – 96% for 
both. From our experience, using games in lessons, particularly in teaching grammar 
is really effective as it motivate students to move, cooperate with their team to 
compete in games, which is much more challenging than just sitting in one place and 
listening to the lectures passively. 
With the fourth category, using the contexts available in the coursebook or 
creating own contexts to help students understand the real life situations using 
grammatical structures is one of the easiest solution in teaching grammar. Students 
have chance to revise the vocabulary and understand the context in which the 
grammar items can be used. 
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More than 94% agree that using visual aids in grammar lessons is (very) 
urgent and (very) feasible as shown in the chart below. 
34 
In short, almost all the English teachers and students interviewed agree that 
enhancing communicative competence for students through grammar lessons in 
English 10 – Global Success as well as the solutions we propose are very urgent and 
feasible. 
 II. SUMMARY: 
Grammar teaching is indispensible to lay the foundation for learners to master 
the four language skills – listening, speaking, reading and writing. Without the 
knowledge of grammar, learners would perform their English skills mechanically by 
putting separate words together. They wouldn’t know how a meaningful sentence 
can be built up or how to convey their ideas logically and grammatically. For this 
reason, grammar lessons should be designed in such a way that helps to create an 
enjoyable and relaxing atmosphere for learners. 
Teaching grammar is really difficult and it not only requires teachers to master the 
grammar items but it also stimulates teachers to spend more time designing suitable 
learning activities or else the grammar lessons will become so tedious and students 
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will learn the grammar by copying the structures like a machine, which can not be 
used in daily conversations naturally. With nearly a year of studying and discussing, 
we have tried to design various activities in the grammar lessons of Global Success 
for grade 10 students and we have been applying them in the language lessons. It 
has been proved to be effective in motivating students to build up the grammar 
lessons as well as enhance their communicative competence as the grammar 
structures have been taught in a different way from the traditional methods. Students 
actively participate in the learning procedures. They are given the authentic 
situations and find out the rules themselves with the teacher’s instructions. The 
grammar lessons are no longer boring and challenging to most students. In stead, 
they can play games, learn the grammar rules through a very different way with real 
life context. Besides, the situations which are used in the grammar lessons are related 
the topic of the units they are learning so they get familiar with the vocabulary and 
have chance to practice the target language of the topic while using the grammar 
items. 
To some extent, having seen students make progress little by little, we are 
contented with what we have done in this study. We always appreciate our 
colleagues’ opinions and support to help us complete our project. Although the 
writers made every effort to complete the topic, there may be some unavoidable 
mistakes. We hope to receive more comments and feedbacks from colleagues as well 
as students to complete the topic in a more successful way so that it can be used as 
a pedagogical materials for teachers in teaching grammar communicatively. 
 III. PROPOSALS: 
This is the first year the new national education program has been applied to 
high school students. The lessons in English 10 – Global Success have been taught 
in our provinces for the first time, too. In an attempt to improve our teaching methods 
as well as enhance communicative competence for students through grammar 
lessons, we have developed alternative ways to teach grammar items in the 
coursebook – Global Success. With the good results we have got for nearly one 
school year when applying the solutions in this study, we highly recommend these 
ways of teaching grammar to English teachers in our school and have received our 
colleagues’ approval. We will definitely organized more discussion about the three 
solutions we have mentioned in this study in the near future so that the most effective 
methods in teaching grammar communicatively can be figured out and widely 
applied among English teachers in Cua Lo high school with a view to enhancing 
communicative competence for students at a beach town where they have more 
opportunities to communicate with foreign tourists. Through this teaching 
experience, we propose that teachers develope different ways to teach grammar 
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structures. Grammar lessons should be taught in such a way towards learner-
centered trend to promote students’ communicative competence instead of being 
given to students mechanical ways. Students should play an active role in learning 
process to promote their speaking and listening skill. Students need to understand 
the grammar rules, and they need to use the rules to convey their ideas, make a 
conversation, and communicate naturally and fluently. 
 Cua Lo, April 20th 2023 
 Group of teachers 
37 
REFERENCES 
1. Al-Mekhlafi. A. M., & Nagaratnam, R.P. 2011. “Difficulties In Teaching and 
Learning Grammar in an Efl Context”. International Journal of Instruction. 4(2), 
1308- 1470.www.e-iji.net p-ISSN: 1694-609X. 
2. Nazari, A., & Allahyar, N. (2012). Grammar Teaching Revisited: EFL Teachers 
between Grammar Abstinence and Formal Grammar Teaching. Australian Journal 
of Teacher Education, 37(2). 
3. Adriadi Novawan. 2011. Visually-based grammar teaching. 
ching 
4. Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education. 
Uibu, K., & Liver, M. (2015). Students’ Grammar Mistakes and Effective 
Teaching Strategies. International Journal of Teaching and Education, Vol. III(1), 
pp. 70-87., 10.20472/TE.2015.3.1.006. 
5. Teaching grammar for communicative competence, 
communicative-competence. 
APPENDIX 1: The questionnaire used in the survey 
(To make it easier for the interviewees to understand the survey, the questions are 
written in Vietnamese ) 
KHẢO SÁT TÍNH CẤP THIẾT VÀ TÍNH KHẢ THI CỦA CÁC GIẢI PHÁP 
ĐƯỢC ĐỀ XUẤT TRONG ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM NHẰM 
PHÁT TRIỂN NĂNG LỰC GIAO TIẾP CHO HỌC SINH QUA CÁC BÀI 
HỌC NGỮ PHÁP TRONG SÁCH GIÁO KHOA TIẾNG ANH 10 – GLOBAL 
SUCCESS 
* Đối tượng khảo sát: 
A. Giáo viên B. Học sinh 
I. Khảo sát tính cấp thiết: 
1. Nâng cao năng lực giao tiếp cho học sinh qua các bài dạy ngữ pháp trong Sách 
giáo khoa tiếng Anh 10 – Global Success 
A. Rất cấp thiết 
B. Cấp thiết 
C. Ít cấp thiết 
D. Không cấp thiết 
2. Đổi mới phương pháp dạy học ngữ pháp theo hướng lấy học sinh làm trung tâm 
thay cho phương pháp dạy học ngữ pháp truyền thống (giáo viên truyền thụ công 
thức, học sinh ghi chép và thực hành) 
A. Rất cấp thiết 
B. Cấp thiết 
C. Ít cấp thiết 
D. Không cấp thiết 
3. Thiết kế các trò chơi (game) phù hợp cho các bài dạy ngữ pháp 
A. Rất cấp thiết 
B. Cấp thiết 
C. Ít cấp thiết 
D. Không cấp thiết 
4. Vận dụng các ngữ cảnh (context) có sẵn trong sách giáo khoa hoặc tạo ngữ cảnh 
riêng để giúp học sinh hiểu bối cảnh sử dụng cấu trúc ngữ pháp 
A. Rất cấp thiết 
B. Cấp thiết 
C. Ít cấp thiết 
D. Không cấp thiết 
5. Sử dụng các công cụ trực quan (visual aids) trong các bài dạy ngữ pháp 
A. Rất cấp thiết 
B. Cấp thiết 
C. Ít cấp thiết 
D. Không cấp thiết 
II. Khảo sát tính khả thi: 
1. Nâng cao năng lực giao tiếp cho học sinh qua các bài dạy ngữ pháp trong Sách 
giáo khoa tiếng Anh 10 – Global Success 
A. Rất khả thi 
B. Khả thi 
C. Ít khả thi 
D. Không khả thi 
2. Đổi mới phương pháp dạy học ngữ pháp theo hướng lấy học sinh làm trung tâm 
thay cho phương pháp dạy học ngữ pháp truyền thống (giáo viên truyền thụ công 
thức, học sinh ghi chép và thực hành) 
A. Rất khả thi 
B. Khả thi 
C. Ít khả thi 
D. Không khả thi 
3. Thiết kế các trò chơi (game) phù hợp cho các bài dạy ngữ pháp 
A. Rất khả thi 
B. Khả thi 
C. Ít khả thi 
D. Không khả thi 
4. Vận dụng các ngữ cảnh (context) có sẵn trong sách giáo khoa hoặc tạo ngữ cảnh 
riêng để giúp học sinh hiểu bối cảnh sử dụng cấu trúc ngữ pháp 
A. Rất khả thi 
B. Khả thi 
C. Ít khả thi 
D. Không khả thi 
5. Sử dụng các công cụ trực quan (visual aids) trong các bài dạy ngữ pháp 
A. Rất khả thi 
B. Khả thi 
C. Ít khả thi 
D. Không khả thi 
APPENDIX 2: SOME PHOTOS OF GRADE 10 STUDENTS’ 
PERFORMANCE DURING GRAMMAR LESSONS