Grammar and Teaching Communication Assignment 2022

1 | P a g e
GRAMMAR AND TEACHING COMMUNICATION
Pieter van Ellewee
ID 7807145061082
29/3/2020

2 | P a g e
Table of Contents
1. Introduction.........................................................................................................................3
3. Research Purpose................................................................................................................4
4. Research Question..............................................................................................................5
4. Literature Review...................................................................................................................5
I. The Goals of Foreign Language Teaching..........................................................................5
II. The Place of Grammar in a Foreign Language Classroom................................................8
III. Proposed Classroom Activities.......................................................................................12
5. Research Scope.................................................................................................................20
6. Research Design...............................................................................................................20
7. Epistemology....................................................................................................................21
8. Data collection..................................................................................................................21
9. Time Frame.......................................................................................................................22
10. Potential Participants of the Research Study................................................................25
11. Resources for the Research Study.................................................................................25
12. Results and Findings.....................................................................................................25
Teacher Participants’ Profiles..............................................................................................25
Results of Questionnaire.......................................................................................................26
13. Research Limitations.....................................................................................................28
14. Conclusion.....................................................................................................................29
15. References:....................................................................................................................31
Appendices:..............................................................................................................................33
Appendix 1: Blank Questionnaires.......................................................................................33
Appendix 2: Data Breakdown..............................................................................................34
Appendix 3: Analysis- Summary.........................................................................................34

3 | P a g e
1. Introduction
This paper is an attempt to elucidate the role of grammar in the complex and multifaceted
phenomenon of teaching a foreign language. The research is based on the methodology that
has been predominant in the English language teaching (“ELT”) for the past decades, i.e.,
communicative language teaching (“CLT”).
Background I am an ESL Teacher in China since June 2019 and I joined a Language centre
that gives English to Chinese Kids from ages 4 – 16 years old. It is such a lucrative
environment and many countries use these types of services. I got my Teaching English as a
Foreign language certification. I also did various courses on Teaching English and methods to
assist in Teaching English
Among the core assumptions of current CLT formulated by Jack Richards, the most relevant
to our topic are (a) engaging learners in interaction and meaningful communication; (b) using
exercises that provides opportunities for students to exchange meaning, develop their
language resources, notice how language is used, and take part in meaningful interpersonal
exchange; (c) providing students with content that is relevant, purposeful, interesting, and
engaging; and (d) developing several language skills which are contributing to students’
overall communicative competence (Richards, pp. 22-23).
Grammar, therefore, should be “taught and practiced as a means of communication”. In this
way, it “becomes a more purposeful and therefore a more motivating focus for classroom
learning” (New Ways, p. ix).
The focus on communicative competence or efficiency does not undermine the importance of
grammar instruction. M. Celce-Murcia argues that “there is no empirical evidence that to do
so is ultimately more beneficial to second-language learning” (Celce-Murcia, pp. 13-14).

4 | P a g e
Teaching grammar as a means of communication involves equipping students with
knowledge required for a meaningful use of the language, being knowledge about rules of
sentence formation, together with knowledge how to utilize rules for the purpose of
producing utterances appropriate for a particular communicative purpose in a particular
context (Walcott, p. 9; Nunan, p. 34).
An overview of three of the most popular English textbooks demonstrates that the common
approach to teaching grammar is introducing it in close interconnection with vocabulary and
practicing it thoroughly in a variety of activities involving speaking, reading and writing.
The last chapter includes some conversational activities which can be used for practicing
certain grammar rules within teaching topics that should be of interest to students of different
levels
2. Abbreviations
ELT - English language teaching
CLT - Communicative language teaching
L2 – Persons second language
T – Teacher
S – Student
SS- Student to Student
R - Review
3. Research Purpose
The purpose of the research study is to explore or examine the role that grammar plays in the
teaching a foreign language. Many authors are of the view that the knowledge of grammar
helps the students in correcting their mistakes and improve their written work (Faraj 2015,

5 | P a g e
pp. 135). It means that an individual cannot learn a foreign language properly without
unconscious assimilation. It is the grammar that acts as a sure ground of reference when the
other linguistic habits fail. Therefore, grammar is something that is indispensable for the
students. For this reason, the key objectives of this study are as follows:
a) To examine the impact of knowing grammar on the learning of a foreign language
b) To examine the advantages of grammar in the improvement of written work
4. Research Question
Considering the purpose of the research report, following research questions are being
proposed:
a) What is influence of grammar on the better teaching of a foreign language?
b) What is the role of grammar in the improvement of communicative competencies of
students?
4. Literature Review
I. The Goals of Foreign Language Teaching
The website of the publishing house Pearson Longman is quite straightforward in its vision of
the primary aim of English language teaching: it is “teaching the practical use of English for
communication with native speakers and others”. This falls within the concept of
communicative methodology, one of the most important principles of which is teaching the
foreign language as a system of communication (http://www.pearsonlongman.com/teaching-
tips/communication-method.html).
The principles of CLT methodology, according to J. Richards (Richards, pp. 12-13), are the
following:

6 | P a g e
 Make real communication the focus of language learning.
 Provide opportunities for learners to experiment and try out what they know.
 Be tolerant of learners’ errors as they indicate that the learner is building up his or her
communicative competence.
 Provide opportunities for learners to develop both accuracy and fluency.
 Link the different skills such as speaking, reading, and listening together, since they
usually occur so in the real world.
 Let students induce or discover grammar rules.
Therefore, bearing in mind that “knowing a language means knowing how it fulfills
communicative function” (Walcott, p. 9), the foreign language teacher must try to create (or
rather simulate) a ‘real world’ atmosphere in the classroom. The target linguistic material
(vocabulary, grammar, etc.) should be taught in a sequence of meaningful activities related to
the learners’ (a) communicative purpose as well as (b) experience and general knowledge
about the world, in other words, “through performance of communicative tasks” (New
Perspectives, p. 138).
It is argued that, in order to achieve this goal, the syllabus designers must take into
consideration the following aspects of language use: (Richards, pp. 9-10).
1. As detailed a consideration as possible of the purposes for which the learner wishes
to acquire the target language; for example, using English for business purposes, in
the hotel industry, or for travel
2. Some idea of the setting in which they will want to use the target language, for
example, in an office, on an airplane, or in a store
3. The socially defined role the learners will assume in the target language, as well as
the role of their interlocutors; for example, as a traveller, as a salesperson talking to
clients, or as a student in a school

7 | P a g e
4. The communicative events in which the learners will participate everyday situations,
vocational or professional situations, academic situations, and so on; for example,
making telephone calls, engaging in casual conversation, or taking part in a meeting
5. The language functions involved in those events, or what the learner will be able to
do with or through the language; for example, making introductions, giving
explanations, or describing plans
6. The notions or concepts involved, or what the learner will need to be able to talk
about, for example, leisure, finance, history, religion
7. The skills involved in the “knitting together” of discourse: discourse and rhetorical
skills; for example, storytelling, giving an effective business presentation
8. The variety or varieties of the target language that will be needed, such as American,
Australian, or British English, and the levels in the spoken and written language
which the learners will need to reach
9. The grammatical content that will be needed
10. The lexical content, or vocabulary, that will be needed (Richards, pp. 9-10).
In fact, aspects 1 through 8 predetermine the grammatical and lexical content of any language
activity. A classroom activity aimed at teaching students to produce communicatively
efficient utterances consists of (a) presentation of the target material in a communicative
context (i.e., realistic social situations, language texts, and visual stimuli that are interesting
and meaningful to students (Celce-Murcia, p. 171)), (b) practice of the target material in a
number of meaningful tasks under the teacher’s guidance, and (c) presentation, or “immediate
creativity” (Harmer, p. 60) allowing students to demonstrate their grasp of the linguistic and
paralinguistic material that has been taught in a simulated real life situation.

8 | P a g e
II. The Place of Grammar in a Foreign Language Classroom
a. Teaching Grammar in CLT Context
Grammar has been the subject of methodological debate for many years. The central, almost
Shakespearian, issue is “To teach or not to teach?” Today, no one can deny or diminish the
significant role that learning grammar plays in a foreign language classroom. M. Rinvolucri,
for example, believes that grammar is “so serious and central in learning another language
that all ways should be searched for which will focus student energy on the task of mastering
and internalising it” (Rinvolucri, p. 3).
In CLT, the mentioned ways are activities that “seek to develop students’ communicative
competence through linking grammatical development to the ability to communicate”.
Grammar, therefore, “is not taught in separation but often arises out of a communicative
assignment, thus creating a need for specific items of grammar” (Richards, pp. 23-24). M.
Celce-Murcia emphasizes “the importance of teaching all aspects of grammar in context”
(Celce-Murcia, p. 171). To R. Ellis, the main components of grammar instruction are
“communicative tasks, designed to engage learners in the receptive and productive processes
involved in using language to convey messages” (New Perspectives, p. 25).
The most common ways of introducing grammar in the classroom are deductive (through
explicit instruction) and inductive (through implicit instruction, discovery-based) methods.
Depending on the situation, both ways are effective, but inductive method, as more
motivating and encouraging students’ analytical thinking, is considered to be more in line
with CLT principles for example, sees the following advantages of implicit grammatical
instruction: “First, it is potentially more motivating than simply being told a grammatical rule
and, for this reason, students may be more likely to remember what they learn. Second, it can
encourage students to form and test hypotheses about the grammar of the L2 […] Third, it

9 | P a g e
can lead to powerful insights about the grammar of a language that cannot be found in any
published descriptions. […] Fourth, and perhaps most important, discovery grammar tasks
have a learning-training function” (New Perspectives, pp. 164-165).
Grammar, however, may only “furnish the basis for a set of classroom activities during which
it becomes temporarily the main learning objective” (Ur, p. 5). P. Ur warns teachers against
falling into the trap of grammar for the sake of grammar: “the learning of grammar should be
seen in the long term as one of the means of acquiring a thorough mastery of the language as
a whole, not as an end in itself.” She believes that even the activities involving meaningful
use of grammar must “be superseded eventually by general fluency practice, where the
emphasis is on successful communication, and any learning of grammar takes place only as
incidental to this main objective” (Ur, p. 5).
Since, as mentioned in Chapter I, practice is an important component of any instruction,
students should be provided with sufficient opportunity to apply new knowledge while
performing communicative tasks, i.e., “in real-time contexts” (New Ways, p. ix). P. Ur sees
the following basis for a good grammar practice activity: the task should be designed “in such
a way that it has clear linguistic and non-linguistic objectives and obliges learners to engage
repeatedly with the structure that is being learnt in the process of achieving them” (Ur, p. 19).
The methodological recommendations described above are best illustrated by a simple but
effective activity proposed by M. Rinvolucri (Rinvolucri, p. 112). The game is aimed at
teaching I do wish I’d …, If only I’d …, I wish I’d … to intermediate students.
Things I wish I’d known at 18
1. Write up these sentences written by the best-selling novelist, Catherine Cookson,
about her teens: I do wish I’d known more about sex – at that age I still thought that

10 | P a g e
babies came through kissing. I wish I’d known in those early days that I had the
ability to draw. Oh, if only I’d had education at that age!
2. Ask the students to pick an age in their past and write five sentences expressing their
regret about that time: I wish … , If only …, I do wish …
3. Put the students in threes to compare results.
In this task, the structure that usually presents a great difficulty to students whose
mother tongue does not have a similar structure, is effectively taught by being presented in a
meaningful context (an authentic source that should be of interest to students). The practical
assignment that follows the presentation is also meaningful since it is related to students’ own
life experience. Group work contributes to the successful learning of the structure.
b. Grammar in Modern English Textbooks
English teachers are fortunate to have at their disposal an abundance of textbooks and other
resources providing them with teaching materials and ideas for effective communicative
activities like the game presented in the previous section. Even a superficial examination of
some of the most popular modern English textbooks designed for students of different levels
and backgrounds (from beginners to advanced learners of Business English) demonstrates
that the target audience is actually taught to successfully engage in communication.
Liz and John Soars, the authors of New Headway Pre-Intermediate (the textbook that has
been used by Eastern European English teachers for decades), emphasize the importance of
integrated skills work. In this textbook, much attention is paid to the students’ mastering of
grammar skills. It is done by introducing grammar in context and providing questions that
encourage students to work out the rules for themselves.
The goal of Market Leader Upper Intermediate is to develop the student’s communication
skills required to succeed in business as well as to enlarge their knowledge of the business

11 | P a g e
world. As in Headway, grammar constitutes an integral part of each unit together with other
skills all of which serve to improve students’ ability to communicate in English in a wide
range of business situations.
The third edition of Betty Azar’s Understanding and Using English Grammar while focusing
on grammar, “promotes the development of all language skills in a variety of ways” (Azar, p.
xiii). In this highly popular grammar text and reference book, traditional grammar teaching is
blended with communicative and interactive approaches. In the abundance of exercises and
classroom activities, the students’ own life experience is used, topics that are of interest to
students are introduced to stimulate the free expression of ideas in structured as well as open
discussions. The book also encourages interactivity by introducing pair work and group work
which contributes to making learning grammar a more motivating process.
I picked these three very different books out of the plethora of English language books and
teaching resources to illustrate the point that grammar is all about communication. The
popularity of these books makes it obvious that today, the most effective and motivating way
of teaching grammar is through attempting “to get closer to ‘real communication’ in our
classrooms” (http://www.pearsonlongman.com/teaching-tips/communication-method.html).

12 | P a g e
III. Proposed Classroom Activities
Based on the information discussed in the previous chapters and bearing in mind the crucial
importance of making the acquisition of grammar (structural) skills meaningful, related to
students’ life and experience as well as interesting, I propose the following activities to be
used in an English language classroom.
Activity 1. Everyday Activities / Present Simple and Present Continuous
Learners: beginners
Number of students: 4
Time: 20 min.
Objective: Ss will observe the differences between the present simple and present continuous
tenses and practice utterances about their everyday activities in the present simple and present
continuous tenses
Material: handouts
Procedure:
1. T asks Ss to name some verbs indicating everyday activities. R: introducing the
activity.
2. T asks Ss what time indicators are used for speaking about everyday activities (the
expected answers are usually, every day (week, Saturday, etc.), often, seldom, never,
etc.). Ss are asked to look at the pictures in the handouts and make micro-dialogues
(question-answer) about the drawings asking questions about these activities as

13 | P a g e
happening on a regular basis (a, b, c, and d for the first pair and e, f, g and h for the
second pair). R: practicing utterances about everyday activities using present simple.
3. Ss are asked to make micro-dialogues about the same activities as going on at the
present moment (this time, e, f, g and h for the first pair and a, b, c, and d for the
second pair). R: practicing utterances about everyday activities using present
continuous.
4. T asks Ss to explain the difference between “She reads every day” and “She is reading
a book”. R: observing grammar material and making conclusions about the meaning
of the given structures.
5. Work in pairs: T asks each pair of Ss to produce dialogues about their everyday
activities trying to use both tenses. Ss are asked to note and correct one another’s
errors. R: practicing dialogues about everyday activities using present simple and
continuous.
Handouts
(a) to r… (b) to s…. (c) to w… a suit (d) to h… lunch

14 | P a g e
(e) to w… a dog (f) to w… in the
garden
(g) to p… tennis (h) to c…
Activity 2. Vacations / Future Simple and Be Going To
Learners: intermediate
Number of students: 4
Time: 20 min.
Objective: Ss will learn to make utterances about vacations and will practice using the future
simple tense and “be going to”
Procedure:
1. T asks Ss simple questions about vacations, such as “Where do you usually spend
your vacation? Do you usually go back to the same place every year? Do you prefer
going on holiday with your family, with friends, or alone? Do you enjoy being a
tourist when you travel abroad? Are you going to have a vacation soon?”, etc. R:
introducing the activity.
2. Work with the handouts (in chain). T asks Ss, “What are your plans for the next
vacation? What are you going to do?” Ss are supposed to respond using their
handouts. If they are not sure, T asks, “Will you go camping or visit your friends?”

15 | P a g e
and asks to use “probably”, “maybe”, “I guess” or “I think”. T asks if the utterances
they have just produced refer to the present, past or future actions and if they can
explain the difference between sentences like “I am going to stay in a hotel” and “I
will probably stay in a hotel.” R: practicing making utterances about vacations based
on the provided components; observing the meaning and use of future simple and “be
going to”.
3. T divides the class into pairs and asks each pair to prepare and play a dialogue about
their future vacations using the activities in the handouts and other vacation activities
they can think of. R: practicing dialogues on the given topic.
Handouts:
take a trip to Europe / Mexico.
take a plain / train / bus.
stay in a hotel / hostel / with friends.
go with my family / friends / alone.
have much luggage.
WILL try local food and wine.
I AM GOING TO visit museums and galleries.
WE ARE GOING TO buy souvenirs.
HE/
SHE
IS GOING TO relax on the beach.

16 | P a g e
go sightseeing / fishing / wind-surfing / hiking / biking
/ sunbathing / swimming / skiing / ice-skating /
shopping.
have a lot of fun.
stay at home.
Activity 3. Emotions / Present and Past Participle
Learners: upper-intermediate
Number of students: 4
Time: 20 min.
Objective: Ss will learn to speak about emotions and situations causing certain emotions
using present and past participles.
Procedure:
1. T asks Ss if they have ever been bored, surprised, frightened, etc. R: introducing the
activity.

17 | P a g e
2. T asks Ss to look at the words on the bb (the first column is written on the bb) and
makes sure everybody understands the meaning of each word. T asks Ss what
“interested” means saying “When I am interested, it means that I find something …”
Ss are expected to supply “interesting”. The same is done for each word and the
second column is written on the bb. T asks if Ss can think of any other similar pairs of
words. R: presenting target utterances.
3. Work in chain: one S is supposed to make an utterance “I am …” naming an emotion
and point at another S who must provide the corresponding quality saying “It is …”.
R: practicing utterances about emotions with past and present participles.
4. The words are erased from the bb. Work in pairs: T asks Ss to make dialogues about,
e.g., an event, a person or a thing and the emotions that it caused, using both
participles. Ss are asked to note and correct one another’s errors. R: practicing
dialogues about emotions using present and past participles.

18 | P a g e
Target Forms the BB:
I feel / I am The situation is
Interested
bored
excited
embarrassed
shocked
surprised
frightened
confused
puzzled
frustrated
depressed
irritated
interesting
boring
exciting
embarrassing
shocking
surprising
frightening
confusing
puzzling
frustrating
depressing
irritating
Activity 4. My Home Town / The Passive Voice
Learners: advanced
Number of students: 4
Time: 20 min.
Objective: Ss will learn to speak about their home (or favourite) town and its attractions
using the passive voice.

19 | P a g e
Materials: handouts developed based on information taken from
http://en.wikipedia.org/wiki/Montreal
Procedure:
1. T asks Ss about Montreal (when it was founded, who lived there before the Europeans
arrived, what sights are well-known, what languages are spoken there, etc.). R:
introducing the activity.
2. Work with the handouts: Ss are asked to read the sentences in the handouts and
paraphrase them (orally) using italicized verbs in the passive voice. R: activating Ss’
knowledge of the passive voice and practicing utterances about Montreal, its history,
geography, and culture.
3. Work in chain: T asks each S to produce utterances about their hometown or some other
city (preferably in the country of their origin) similar to those in the handouts. Ss are
asked to note and correct one another’s errors. R: practicing utterances about one’s
hometown.
4. Work in pairs: Ss are asked to produce short dialogues about their hometowns. R:
practicing making a conversation about one’s hometown using the target grammatical
structure.
Handouts
1. Various native peoples occupied the island of Montreal for at least 2,000 years before
the arrival of Europeans.
2. French explorer Samuel de Champlain established in 1611 a fur trading post on the
Island of Montreal.
3. They named the city after the most prominent geographical feature on the island, a
three-head hill called Mount Royal.

20 | P a g e
4. The city’s charter defines French as the official language of Montreal.
5. Notre-Dame Basilica offers musical programming of choral and organ performances.
6. Many Montrealer’s traditionally attend the annual performance of Handel’s Messiah
every December at Christmas.
7. Monocle Magazine referred to Montreal as “Canada’s Cultural Capital”.
8. Various sources have rated McGill University as Canada’s best university.
9. They inaugurated Montreal’s Metro in 1966.
10. Different architects with individual themes designed each station.
11. Montreal Mayor Jean Drapeau initiated the project.
12. They derive the name of the university from the motto of the city of Montreal,
Concordia Salus, which means “well-being through harmony”.
5. Research Scope
The focus of the research paper is to identify and highlight the importance of Grammar in the
teaching of a foreign language. The issues that were examined are completely based on the
case.
6. Research Design
In this research study, a mixed method would be used where both the qualitative and the
quantitative data analysis shall be conducted in order to develop the findings. A sequential
explanatory research design will be used where firstly, the quantitative data would be
collected and analysed (Schoonenboom and Johnson 2017, pp. 124). Finally, the findings
from the analysis shall be further compared to the findings from the qualitative analysis for
validating and supporting the result of the study. It is expected that the study shall provide
better result due to the usage of mixed methods.

21 | P a g e
7. Epistemology
According to epistemology is the branch of philosophy that deal with the knowledge sources.
It would be used for the classification of the ways in which knowledge would be gathered in
this research study. It is to mention that pragmatism shall be used as research philosophy on
research question (Morgan 2014, pp. 1048). It advocates the usage of mixed methods in the
research.
8. Data collection
This research study shall collect both primary and secondary data for examining the relation
in between the variables. Using survey questionnaire, primary data would be collected that
would be further distributed among twenty respondents (teachers) in the research. All the
participants shall be given with questionnaire online in order to collect their feedbacks. The
questions shall be comprised of both close ended and open-ended questions. There would be
15 questions based on teachers, their teaching behaviour and their perceptions towards
importance of grammar in their foreign language teaching. The questions are listed below:
1) Do you think grammar is important in effective Foreign Language teaching?
2) Do you think grammar is important in every foreign language teaching class or are
there any specific languages where it should be taken into consideration? If yes, name
them
3) Do you think explaining new grammar structures can be taught through grammar
translation method?
4) Name an approach of teaching grammar in foreign language class
5) Explain how you teach grammar to foreign language students
6) Name the way of introducing grammar in classroom
7) Is grammar differing in native language teaching and foreign language teaching?

22 | P a g e
8) Is grammar important for acquisition of communicative skills among students?
9) Is grammatical competence in any way related to communicative competence?
10) Is acquiring grammatical competitive more important than acquiring communicative
competence?
11) Does grammar improve written work?
12) Does grammar improve verbal communication of foreign language?
13) Do students improve their foreign language learning skills through grammar?
14) Is the knowledge of grammar helps learners in correcting their mistakes?
15) Does grammar play any role in the improvement of vocabulary power of students in
foreign language?
Apart from this, qualitative data shall be used from the different literatures and studies
conducted by a range of authors till date on the role of grammar and its relationship with
foreign language teaching and learning. Furthermore, the questionnaires shall be based on
four scales of measurement- nominal, ordinal, interval and ratio. The questions of close ended
questions will be developed on five-point Likert Scale.
9. Time Frame
Task Name
Duratio
n
Start Finish
Predecesso
rs
Resource Names
Project Organization
144
days
05/11/20
19
27/03/2020
Choosing the topic for the
research
9 days
05/11/20
19
13/11/2019

23 | P a g e
Evaluate and highlight
suitable research topic
6 days
05/11/20
19
10/11/2019
Discussion with lecturer 2 days
11/11/20
19
12/11/2019 2
Topic finalising 1 day
13/11/20
19
13/11/2019 3
Milestone 1: Development of
Project topic
0 days
13/11/20
19
13/11/2019 4
Selection of secondary data 22 days
14/11/20
19
05/12/2019
Secondary
resource cost [1]
Searching web articles, peer
reviewed journals and studies
15 days
14/11/20
19
28/11/2019 5
selecting sources relevant to
the research
5 days
29/07/20
19
03/12/2019 7
designing the layout for
conducting the research
2 days
04/12/20
19
05/12/2019 8
Milestone 2: Secondary data
collected completed
0 days
05/12/20
19
05/12/2019 9
Theoretical Framework 18 days
06/12/20
19
23/12/2019
Examining and synthesising
the collected data
8 days
06/12/20
19
13/12/2019 10
Generating literature review 8 days
14/12/20
19
21/12/2019 13

24 | P a g e
Milestone 3: Theoretical
framework developed
2 days
22/12/20
19
23/12/2019 14
Break 9 Days
24/12/20
19
01/01/2020
Research methods 18 days
02/01/20
20
19/01/2020
Selecting techniques
appropriate for the research
study
9 days
02/01/20
20
10/01/2020 15
Validating the instruments
and methods
5 days
11/01/20
20
15/01/2020 17
Checking for internal
consistency and reliability
4 days
16/01/20
20
19/01/2020 18 data analysis [1]
Milestone 4: Appropriate
research methodology
selected
0 days
19/01/20
20
19/01/2020 19
Advisory Approach 44 days
20/01/20
20
03/03/2020
Conducting survey of
employees
30 days
20/01/20
20
18/02/2020 20 survey [1]
Sampling to select
respondents
3 days
19/02/20
20
21/02/2020 22
Data analysis 4 days
22/02/20
20
25/02/2020 23 data analysis [1]

25 | P a g e
collecting qualitative data 4 days
26/02/20
20
29/02/2020 24
Data analysis 3 days
01/03/20
20
03/03/2020 25
qualitative analysis
[1]
Milestone 5: Primary data
collected and evaluated
0 days
03/03/20
20
03/03/2020 26
Conclusion to the research
paper
24 days
04/03/20
20
27/03/2020
Develop rough draft 15 days
04/03/20
20
18/03/2020 27 miscellaneous
Review draft 5 days
19/03/20
20
23/03/2020 29
Final work submission 4 days
24/03/20
20
27/03/2020 30
Milestone 5: Project
concluded
0 days
27/03/20
20
27/03/2020 31
10. Potential Participants of the Research Study
The potential participants for the research study are the teachers who teach foreign language
to students. They would be belonging from secondary level educational institutions or above.
The teachers is from language schools, Private and Public schools in China / Cambodia /
Vietnam and are originated from the United States, United Kingdom, South Africa , Australia
, New Zealand and Canada

26 | P a g e
11. Resources for the Research Study
For conducting the research study and variety of resources would be required. They are listed
below:
a) Internet accessibility
b) Web articles related to the topic
c) Peer Reviewed Journals related to the topic
d) Research studies on the topic
e) Survey Monkey Software to develop questionnaires
f) Likert Scale
g) Twenty Foreign Language Teacher
12. Results and Findings
Teacher Participants’ Profiles
Participant Se
x
Language Teaching
Experience
Country
Taught
Teaching Country
(Students per Class)
1 M 1 year, 8 months South Africa China
2 M 4 years United States China
3 F 2 years Canada Cambodia
4 F 14 months South Africa China
5 M 2 years United
Kingdom
Vietnam
6 F 5 years South Africa Vietnam
7 F 3 years Australia Cambodia
8 F 2 years; 10 months United
States
China

27 | P a g e
The mean years of teaching English language was 2.7 years (32.5 months). While the longest
time was 5 years, the minimum was 14 months, all of which matched the participant selection
criterion of more than one-year teaching experience.
The participants were 8 ESL teachers 37.5% were males and 62.5% were female participants.
Out of the participants 37.5% is from South Africa originated, 25 % from United States,12.5%
from Canada, 12.5% from the United Kingdom and 12.5% from Australia. Currently 50% of the
Participants teach in China, 25% teach in Vietnam and 25% teach in Cambodia
Results of Questionnaire
Partcipants Years Gender Country Current Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
1 20 M SA China Y Y N Inductive inductive Presenting Y Y Y N Y Y Y Y Y
2 48 M US China Y Y Y mixed mixed Practice Y Y Y N Y Y Y Y Y
3 24 F Can Cambodia Y Y Y mixed mixed Presenting Y Y Y N Y Y 50/50 Y Y
4 14 F SA China Y Y Y mixed inductive Presenting Y Y Y N Y Y Y Y Y
5 24 M UK Vietnam Y Y Y deductive deductive Speaking and Reading Y Y 50/50 N Y Y Y Y Y
6 60 F SA Vietnam N N N deductive deductive Practice Y Y 50/50 N Y Y N Y N
7 36 F Aus Cambodia Y Y Y deductive deductive Practice Y Y Y N Y Y Y Y N
8 34 F US China Y Y Y inductive inductive Presenting Y Y N N Y Y Y Y Y
32.50 37.5 37.5 50 87.5 87.5 75 37.5 37.5 50 100 100 62.5 100 100 75 100 75
2.71 Males SA China Y Y Y deductive deductive Presenting Y Y Y Y Y Y Y Y Y
62.5 25 25 12.5 12.5 25 37.5 37.5 12.5 12.5 100 12.5 25
Females US Cambodia N N N inductive inductive Speaking and Reading N N N N N N N N N
12.5 25 0 0 25 25 37.5 25 12.5
CAN Vietnam 50/50 50/50 50/50 mixed mixed Practise 50/50 50/50 50/50 50/50 50/50 50/50 50/50 50/50 50/50
12.5
UK
12.5
AUS
As stated above, questionnaires were given to the eight participants and above is
mentioned the overall result of the feedbacks received. The feedback demonstrated that about
87.50% of the participants said grammar is important in effective Foreign Language teaching
and only 12.5% said it isn’t important. Again, 87.50% of the participants said grammar is
important in every foreign language teaching class or are there any specific languages where
it should be taken into consideration whilst 12.5% said it isn’t important. When asked about
whether they think explaining new grammar structures could be taught through grammar
translation methods, 75% of the participants said explaining new grammar structures can be
taught through grammar translation method whilst 25% said it cannot. Again, where the

28 | P a g e
participants were asked about the approaches of teaching grammar in the foreign language
class, 37.5% participants say inductive, 37.5% participants say deductive and 12.5% says
mixed with an approach of teaching grammar in foreign language class. Also, 37.5%
participants say inductive, 37.5% of the participants have preferred deductive approach and
12.5% preferred mixed in teach grammar to foreign language students.
In terms of ways of introducing grammar in foreign language class, 50% of the
participants said presenting is the best method, 12.5% said speaking and reading while 25%
said practising which is a way of introducing grammar in classroom. However, all the
participants said teaching grammar differs in native language teaching and foreign language
teaching, that grammar is important for acquisition of communicative skills among students
and that acquiring grammatical competitive less important than acquiring communicative
competence. They were also in favour of the notion that grammar improves writing skills and
verbal skills in foreign language. Every participant have also said yes for the question that
whether the knowledge of grammar helps learners in correcting their mistakes. Moreover, the
feedback has also presented results on the other questions. 62.5% participants have said that
grammatical competence is related to communicative competence, 12.5% said it is not related
and 25% wasn’t indicative. Majority of them have agreed on the notion grammar play a role
in the improvement of vocabulary power of students in foreign language (75%) and 25% says
it doesn’t
Teaching grammar as a means of communication involves equipping students with
knowledge required for a meaningful use of the language. Every one of them believes that
grammar is the rock that creates the basis of the English Language that the students need to
scrupulously sculpt from all the sides. The most common ways of introducing grammar in the
classroom are deductive and inductive methods. However, they have also focused on the fact
that it is important for differentiating between a grammar that is intended towards teaching

29 | P a g e
native language and a grammar that is intended towards teaching foreign language. With the
same, grammar is a vehicle for the acquisition of communicative skills and for using a
foreign language communicatively; students should acquire communicative competence,
which is broader than grammatical competence.
13. Research Limitations
The major limitation of the research is the fact that as direct interview with the teachers could
not be taken, therefore, the feedbacks received from them are collected. Direct interview as
this would have been useful for obtaining detailed information regarding their personal
feelings, opinions and perceptions. Also, it would have further allowed more detailed
questions to be asked from the researcher’s end and would attain a high rate of response.
With the same, the sample size for the research study is also relatively small and the sampling
error is high. Small sample size can affect the reliability of the results of the survey as it led
to higher level of variability that could lead to biasness (Kuhberger, Fritz and Scherndl 2014,
pp. 9).
14. Conclusion
Hence, from the study teachers perceive teaching grammar to be important for effective
second language teaching. According to the teacher who teach English through grammar-
translation method where she used to explain new grammatical structures. Also, a common
approach to teaching grammar for most of the teacher participants is inductive and deductive
approach. Also, teachers practice teaching grammar thoroughly through different activities to
the students including reading, writing and speaking. The ideas and teaching materials
compiled in this paper constitute a brief presentation of the vast subject of communicative
teaching of a foreign language its structure, or grammar.

30 | P a g e
We have observed that, in order to use a foreign language communicatively, students should
acquire communicative competence, which is broader than grammatical competence, since it
includes “knowing what to say and how to say it appropriately based on the situation, the
participants, and their roles and intentions” (Richards, p. 9). The goal of teachers, therefore, is
“to ensure that students are communicatively efficient with the grammar they have at their
level” (Harmer, p. 23), i.e. to teach students to make grammatically correct utterances and use
them “appropriately in a variety of communicative contexts” (New Perspectives, p. 119).
One of the ways of making the acquisition of grammatical skills more meaningful is
encouraging students “to discover grammar rules for themselves, to provide them with data
where they can “notice” how grammatical features are used” (New Perspectives, p. 161).
Another task is to provide students with sufficient practice so that they could use the
presented structure by engaging in interesting linguistic activities related to their experience
and the society they live in. Pair work and group work also contribute to making the process
of foreign language learning more meaningful since they promote interaction, exchange of
information and ideas, which is, roughly, what communication is about.
In the proposed classroom activities, I have tried to meet the criteria discussed in chapters 1
and 2. Grammatical content of each activity is organized around one topic which allows
students to speak about familiar things and make conversations that are quite common in real
life.

31 | P a g e
15. References:
1. Azar B. Understanding and Using English Grammar Series (Third Edition). – Longman,
2002.
2. Celce-Murcia M., Hilles S. Techniques and Resources in Teaching Grammar. – Oxford
University Press, 1988. 189 pp.
3. Cotton D., Falvey D., Kent S. Market Leader Upper Intermediate (New Edition). –
Longman, 2008.
4. Ellis R. Current Issues in the Teaching of Grammar: An SLA Perspective. – TESOL
Quarterly. – 40 (1) – March, 2006 – pp. 83-107.

32 | P a g e
5. Faraj, A.K.A., 2015. Scaffolding EFL Students' Writing through the Writing Process
Approach. Journal of Education and Practice, 6(13), pp.131-141.
6. Harmer J. The Practice of English Language Teaching. – Longman, 1991. 296 pp.
7. Kühberger, A., Fritz, A. and Scherndl, T., 2014. Publication bias in psychology: A
diagnosis based on the correlation between effect size and sample size. PloS one, 9(9).
8. Morgan, D.L., 2014. Pragmatism as a paradigm for social research. Qualitative
inquiry, 20(8), pp.1045-1053.
9. New Perspectives on Grammar Teaching in Second Language Classrooms. Edited by E.
Hinkel and S. Fotos. – Lawrence Erlbaum Associates, 2002. 272 pp.
10. New Ways in Teaching Grammar. Edited by Martha C. Pennington. – TESOL, 1995. 233
pp.
11. Nunan D., Carter R. The Cambridge Guide to Teaching English to Speakers of Other
Languages. – Cambridge University Press, 2001. 294 pp.
12. Richards J. C. Communicative Language Teaching Today. – Cambridge University Press,
2006. 47 pp.
13. Rinvolucri M. Grammar Games. Cognitive, Affective and Drama Activities for EFL
Students. – Cambridge University Press, 1984. 138 pp.
14. Schoonenboom, J. and Johnson, R.B., 2017. How to construct a mixed methods research
design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), pp.107-131.
15. Soars J. and L. New Headway Pre-Intermediate. – Oxford University Press, 2007.
16. Ur P. Grammar Practice Activities: A Practical Guide for Teachers. – Cambridge
University Press, 1988. 288 pp.
17. Walcott W. H. Knowledge, Competence and Communication: Chomsky, Freire, Searle,
and Communicative Language Teaching. – Black Rose Books, 2007. 224 pp.

33 | P a g e

34 | P a g e
Appendices:
Appendix 1: Blank Questionnaires

35 | P a g e
Appendix 2: Data Breakdown
Partcipants Years Gender Country Current Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
1 20 M SA China Y Y N Inductive inductive Presenting Y Y Y N Y Y Y Y Y
2 48 M US China Y Y Y mixed mixed Practice Y Y Y N Y Y Y Y Y
3 24 F Can Cambodia Y Y Y mixed mixed Presenting Y Y Y N Y Y 50/50 Y Y
4 14 F SA China Y Y Y mixed inductive Presenting Y Y Y N Y Y Y Y Y
5 24 M UK Vietnam Y Y Y deductive deductive Speaking and Reading Y Y 50/50 N Y Y Y Y Y
6 60 F SA Vietnam N N N deductive deductive Practice Y Y 50/50 N Y Y N Y N
7 36 F Aus Cambodia Y Y Y deductive deductive Practice Y Y Y N Y Y Y Y N
8 34 F US China Y Y Y inductive inductive Presenting Y Y N N Y Y Y Y Y
32.50 37.5 37.5 50 87.5 87.5 75 37.5 37.5 50 100 100 62.5 100 100 75 100 75
2.71 Males SA China Y Y Y deductive deductive Presenting Y Y Y Y Y Y Y Y Y
62.5 25 25 12.5 12.5 25 37.5 37.5 12.5 12.5 100 12.5 25
Females US Cambodia N N N inductive inductive Speaking and Reading N N N N N N N N N
12.5 25 0 0 25 25 37.5 25 12.5
CAN Vietnam 50/50 50/50 50/50 mixed mixed Practise 50/50 50/50 50/50 50/50 50/50 50/50 50/50 50/50 50/50
12.5
UK
12.5
AUS
Appendix 3: Analysis- Summary
1)Do you think grammar is important in effective Foreign Language teaching?
87.50 % of the participants says grammar is important in effective Foreign Language
teaching and only 12.5% said it isn’t important
2)Do you think grammar is important in every foreign language teaching class or are there
any specific languages where it should be taken into consideration? If yes, name them
87.50 % of the participants says grammar is important in every foreign language teaching
class or are there any specific languages where it should be taken into consideration whilst
12.5% said it isn’t important
3)Do you think explaining new grammar structures can be taught through grammar
translation method?
75 % of the participants says explaining new grammar structures can be taught through
grammar translation method whilst 25% said it can’t
4)Name an approach of teaching grammar in foreign language class
37.5% participants say inductive, 37.5% participants say deductive and 12.5% says mixed
with an approach of teaching grammar in foreign language class

36 | P a g e
5)Explain how you teach grammar to foreign language students
37.5% participants say inductive, 37.5% participants say deductive and 12.5% says mixed
with how you teach grammar to foreign language students
6)Name the way of introducing grammar in classroom
50% of the participants said presenting, 12.5% said speaking and reading and 25% said
practising which is a way of introducing grammar in classroom
7)Is grammar differing in native language teaching and foreign language teaching?
All participants namely 100% said grammar differing in native language teaching and foreign
language teaching
8)Is grammar important for acquisition of communicative skills among students?
All participants namely 100% said grammar important for acquisition of communicative
skills among students
9)Is grammatical competence in any way related to communicative competence?
62.5% participants said grammatical competence in any way related to communicative
competence, 12.5% said it isn’t related and 25% wasn’t indicative
10)Is acquiring grammatical competitive more important than acquiring communicative
competence?
All participants or 100% indicated that acquiring grammatical competitive not more
important than acquiring communicative competence
11) Does grammar improve written work?
All participants or 100% indicated that grammar improve written work

37 | P a g e
12) Does grammar improve verbal communication of foreign language?
All participants or 100% indicated that grammar improve verbal communication of foreign
language
13) Do students improve their foreign language learning skills through grammar?
75% of the participants says students improve their foreign language learning skills through
grammar ,12.5% says it doesn’t and 12.5% was indecisive
14)Is the knowledge of grammar helps learners in correcting their mistakes?
All participants or 100% indicated that knowledge of grammar helps learners in correcting
their mistakes
15)Does grammar play any role in the improvement of vocabulary power of students in
foreign language?
75% of the participants says grammar play a role in the improvement of vocabulary power of
students in foreign language and 25% says it doesn’t