ABSTRACT
Innovation is not always successful everywhere unless it meets the requirements of the objectives of learning and teaching at a particular place. Each environment is different from the other. It is not always successful to apply a good innovation from one place to another.
In the requirements of all kinds of tests in Viet Nam nowadays which are so much focused on grammar, the needs and interests of learners in learning grammar are very high. Also, there are so many different kinds of learners coming to language centers in Viet Nam to study English for their own purposes. Many of them could take their time to study English intensively while many others take it extensively. They only come to the English classes two or three evenings a week. However, their needs of learning grammar to pass the tests of National Certificates are great. Also, most of learners from high school and secondary schools need grammar background to do well their schoolwork. Therefore, the researcher would like to make an innovation of Grammar Textbooks to meet the requirements of learners’ needs and interests at the 4th Division of Nong Lam University – Center for Foreign Studies in Bien Hoa city. The researcher applied the problem-solving model to do this action research.
INTRODUCTION
The purpose of this study was to see if the grammar innovation worked well with students at Nong Lam University – Center for Foreign Studies, at the division 4, at Bien Hoa city, and to see if the traditional methods in teaching grammar were still effective in such a place with particular students in this area in Viet Nam.
All the grammar courses were designed for the intensive students at Nong Lam University – Center for Foreign Studies. Most students here are university students. They study English for their graduation and for their job interviews. These students take 20 periods each week for their English studies. They spend 12 weeks each course with 240 periods on learning intensive English. Most of the materials are designed for communicative approach. These students have to take 2 courses in order to complete their elementary level of English in order to have enough background to learn TOEFL. During each course, they have 36 periods to work with grammar. In other words, they have totally 72 periods to finish their Basic English Grammar (two courses). The Center has been using the grammar book “Fundamentals of English Grammar” of Betty Schrampfer Azar.
Children were taught to speak in a proper manner and because they were taught to speak correctly they wrote in a proper way as well. As technology evolved and texting came more profound grammar was becoming a lost art. In Dana Goldstein’s article ,‘Why Kids Can’t Write’, she talks about what teachers are doing about grammar. The teachers are not doing much about the grammar issue in schools.
Now you’re in a pickle! What do you do your invention is destroyed? There are some invention that were purposefully designed are failures, and other inventions became successful on accident. Inventors will try to invent something they are thinking about, but when they do it becomes a failure. There are inventors that do not know what they want to invent, but when they invent something they do not know what it is used for but it will become a success. What can an inventors do to ensure success?
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Knowing effective strategies for teaching ELL students grammar is important. Research shows that instructional strategies for ELL students consist of SIOP, learning through listening, and learning through speaking. There are many students in classrooms that are ELL learners and that number will likely continue to grow. These effective instructional techniques will improve the learning of grammar for ELL students. It is important that we reach each and every student in our classroom, so being aware of the student needs and how to help them develop in the future is imperative. Not only are these strategies beneficial to English language learners it is also helpful for the regular classroom students.
The “Who Needs Feminism” Campaign was started in 2012 by students at Duke University, Durham, to “reclaim the word ‘feminism’ and to reduce and revise the antagonism and apprehensions towards the term”. Participants were asked to finish the phrase “I need feminism because…” on posters that were later submitted to the Who Needs Feminism social media platforms. Sparking considerable attention in the media, feminists used this campaign to assert the relevant issues considered in third wave feminism, to a previously apprehensive audience, and challenge stereotypes surrounding feminists as “angry lesbians with hairy armpits.” The word “Feminism” is still regarded with negative connotations, typically concerning significant social fallacies of the term. As seen in the 2014 social media, retaliation movement #WomenAgainstFeminism, there is a considerable social consensus that Feminism is irrelevant to 21st Century society. Statements featured in anti-feminist posters of the #WomenAgainstFeminism movement included “I am not a victim”, “I am not superior to men”, “I don’t hate men” and “I believe in equality not superiority”. This movement initiated a strong counter-debate from the global feminist community, arguing that the main goals and aims of feminism had not been fully understood. Whilst previous feminist movements have endorsed radical, misandristic and queer-phobic arguments, the intersectional third wave feminist approach, instead encourages unprejudiced and non-discriminatory empowerment of all women, particularly affirming “You don’t have to be anti-man to be pro-woman.” Following the Harvey Weinstein “sexual harassment epidemic”, 2018 has given rise to the #MeToo and Time’s Up anti-sexual assault movements, addressing rape-culture, that is, the normalisation of male sexual violence and victim blaming in society. The #MeToo and Time’s Up movements emphasise sexualisation as a
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