English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 38 2. How important do you believe the explanation of grammar rules is to your students? Why do you think that way? How do you explain rules to your students in your teaching? 3. Describe as specifically as possible the way you teach grammar to your students. Why do you teach that way? Where does your idea of grammar teaching come from? Give examples of your activities/steps in a grammar lesson. 4. In your teaching how do you correct your students’ grammatical errors? Do you correct oral errors and written errors in the same way or differently? Why do you correct errors that way? The teachers’ narratives, which were written in English, were coded under three broad themes: (i) the importance of grammar; (ii) approaches to grammar; (iii) approaches to grammatical error correction. Sub-themes were identified for each broad theme, which were then used to inform the writing of a questionnaire, which constituted the second stage of the study. The process resulted in a ten- item questionnaire administered to students and teachers. Although the two questionnaires were mostly conducted in parallel, the wording was slightly different for each group to take into account the different audiences. Both questionnaires were written in Vietnamese to make sure that the respondents understood the statements in the questionnaire and to make the process of completing it more comfortable for respondents. Teacher and student participants for the second stage of the study were selected from separate sources. The teachers comprised 39 staff, each of whom taught at a different secondary school in a variety of different provinces in Vietnam. They agreed to participate in this study after they were sent an email explaining the purpose of the study and inviting them to participate. Most of these teachers had less than 10 years’ teaching experience. The students were from four secondary schools located in both the northern part and southern part of the country. In total, there were 516 student respondents: 189 (36%) from Year Ten, 159 from Year Eleven (31%) and 168 from Year Twelve (33%). Findings Role of Grammar in Foreign Language Learning Table 1 presents a percentage of student responses (N=516) concerning the role of grammar in learning English as a foreign language. The table also presents comparative teacher response rates for the total teacher sample (N=39).
English Australia Journal 28.1
English Australia Journal 27.1