SKKN Các cách dạy đảo ngữ hiệu quả tại trường THPT Đào Duy Từ, Thanh Hóa

PART 1: INTRODUCTION
1. Rationale
English is considered an international language and a key to approach the human beings’ knowledge. English subject is not only taught in all most of schools in Vietnam in all levels but also a way of communication in economic integration context. Learning English, however, is not easy for everyone. The education in Vietnam has dramatically changed recently by educational reforms. The learners are centered-approach, and the teachers are instructors helping their students acknowledge more effectively. The educational reforms have achieved some success. However, the teaching methods for each unit in education in Vietnam especially in high school have some demerits. I have been a tutor for over two years, I am aware of the difficulties my students encountered. I have made efforts in how to teach them better and more effectively. How to teach grammar especially how to teach English inversion for high students is a question for researchers, educationalists and teachers. This thesis “How inversion should be introduced to high schoolers in Vietnam” is studied and analyzed in purpose of supporting teachers in teaching inversion in high school.
2. Aims of the study
My aims of the study are to give some strategies for teachers when they teach inversion in high school. Because the ultimate goal is students, teachers will guide and instruct their students so that they approach and be able to do inversion exercises better and use inversion more flexibly in translation. When students can translate a foreign language into your mother tongue, they are excited and remember it easily, comprehend the lesson deeply and use it in other skills such as speaking, writing or reading. One more important creates the interest and passion in learning grammar of students. Normally, many students who were interviewed had the same answer “Grammar is so boring”. Through this study, teachers can innovate the teaching methods more and more.
3. Methods of the study
In order to attain the primary aims of this paper, the following steps are implemented. First, I collected books, references and documents related to English grammar, teaching methods and inversion. Besides, the available theories and graduation papers concerned teaching methods and inversion are selected. All theories have been carefully gathered through reference books and documents on the internet websites as well.
In addition, in chapter two, a survey was conducted for high schoolers in Dao Duy Tu High School about the teaching methods, their attitude and ability in inversion lesson. A survey questionnaire has been designed as the key data collection method of teaching of the study. Collecting and analysis have been used.
4. Scope of the study
English grammar is diverse, but in this paper I focus on the methods of teaching inversion and the combination with translation and communication. Because of the limited time and lack of experience and knowledge, I study inversion in a sentence, not in a paragraph. This is a relatively broad topic for me so I pay attention to a school – Dao Duy Tu High School because the syllabus of a state high school is similar with the syllabus of ministry of education and training.
5. Design of the study
This study is designed in three parts. Part 1 is introduction which presents the rationales, aims, methods, scope and design of the study. Part 2 is development consisting of three chapters. Chapter one is theoretical background of teaching methods and inversion which provide basic knowledge and related relationship. Chapter two is survey. I take a survey in Dao Duy Tu High school to examine the methods of teaching inversion and the interest and ability of students when they learn and do inversion exercises. From the survey data, I will give results and analysis, findings and discussion. 
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1. Teaching methods
When I introduce English inversion, I hope the teachers to have appropriate ways to teach grammar in general as well as inversion in particularly. In order to study well, besides the effort of the students, the role of the teachers in guiding and giving study and research methods is vital. Teacher effectiveness is important in determining whether their students learn in the classroom. According to the consultant for Silver Strong and Associates in Ho Kus, New Jersey: “Engagement is the key to learning. When students actively participate and pursue knowledge, they are preparing for life after high school”, said he.
2. Inversion
2.1.Definition
There is no doubt that inversion occupies a central position in linguistics. As such, it has been a fascination for linguists and a testing ground for theories of language. Inversion is a very complicated phenomenon, and it is true that it presents quite interesting problem to be discussed. The term inversion has been used as an umbrella term for a large range of syntactically quite different constructions. According to Green, there exists from 20 to 40 types of inverted sentences in English. Birner (1996) offers a more restrictive definition of inversion: “An inversion is a sentence in which the logical subject appears in post-verbal position while some other, canonically post- verbal, constituent appears in clause-initial position”. In a similar way, Dorgeloh (1997, p.23) states: “Full inversion denotes all those constructions which the subject follows all of its verb phrase, i.e. a full (lexical) verb or copular be.”
Fagleson (1983) defined “Inversion is a rearrangement of the subject and verb or operator from their normal order in statements.”
Inversion is a phenomenon, which is associated with the thematic fronting of an element. There are two types of inversion: Subject-verb inversion and subject-operator inversion.
(Quirk, 1973, p.412-413)
“Inversion happens when we reverse (invert) the normal word order of a structure, most commonly the subject-verb order.” ( focus/inversion).
2.2. Types of inversion
In broad terms, inversion is categorized into two major types: Subject- auxiliary inversion and Subject-verb inversion. Sometimes, auxiliary can be called full verb, in this study I use the term auxiliary.
2.1.1. Subject-auxiliary inversions
Subject-auxiliary inversion is one type typical signal of interrogative mood in English, but we can find it in a wider range of constructions including tag questions, conditional sentences, negative imperatives and exclamations. The examples in below are exemplified.
a. Subject-auxiliary inversion with Yes/No question
Will	she be here tomorrow?
 Aux	S V
Have you ever been to Thailand?	
Aux S	 V
b. Subject-auxiliary inversion with question words
When will she be here?
 Aux S V 
2.2.2. Subject-verb inversion
a. Subject-verb inversion with adverbial phrases of place, direction and time
Adverbs of place and direction normally go at the end of sentence, but we can put them in front position to emphasize the location. This order is mainly found in formal descriptive writing or reports. Remember that we don’t invert the subject and verb when the subject is a pronoun (she, he, it, I, you, we, they and it).
- Adverbial phrases of place
 On the sofa sat the queen. (Don’t say “On the sofa sat she.”)	
Here
comes
Tom’s car.
A of place
V
 S
There are some difficulties encountered by high school students.	
A of place V	S
In speech, we use there and here with inversion of subject and verb to talk about the things or people moving towards or away from the speaker. In example (30b), Tom’s car is approaching to the speaker’s position.
Adverbial phrases of direction
 Next to the bookshelf is a table.
Adverbial phrases of time
 First comes love, then comes marriage.	
 At first there was silence. Then came a voice that I knew. 
We can put first, next, now or then in front position with the verb come to introduce a new event when the subject comes after the verb and However, if we use comma after the adverbial of time, the verb follows the subject so the example must be written “At first there was silence. Then, a voice came that I knew.”
b. Subject-verb inversion with “So.that”
 So happy was I	that bought flowers for everyone in the class. 
 C V S
So popular is the play that the theatre is likely to be full every night.
C V	 S
c. Subject-verb inversion with “Such..that.”
 Such is the popular of the play that the theatre is likely to be full every night.
 V S 
3. Summary
Chapter 1 is theoretical knowledge I will use and analyze in chapter 2. The first is teaching methods introduction. Teaching methods are diverse, but in this study I only focus on teaching grammar methods. There are three major methods: teaching grammar through structures, rules and examples, teaching grammar through visual aids and practicing. These need to be combined flexibly. Secondly, I have given the basic knowledge of English inversion including types, structures and illustrative examples. There are two major types of inversion: subject-auxiliary inversion and subject-verb inversion. These are presented in detail with the illustrations.
CHAPTER 2: SURVEY IN DAO DUY TU HIGH SCHOOL
1. Introduction
Dao Duy Tu High School
Dao Duy Tu School, founded in August 1931, is located in central of Thanh Hoa city. Dao Duy Tu high school is a big school. It has 36 classes including 12 classes in grade 12. There are 90 staff in the school including 3 English masters. The facility is quite well-equipped. There is also a practicing foreign language room for students. Because of its urban, the knowledge level of students different from the level of students in location. That may give differential results.
Participants
The participants of this survey are students in grade 12 including 25 specialized and 25 non-specialized English students of Dao Duy Tu School. All of them are currently reviewing and preparing for the High School graduation exam.
2. Methodology
2.1.The purposes of survey
The purposes of this survey are to examine first teaching methods of inversion in high school to find which the best methods should be used in English inversion. Second, the high schoolers’ interesting levels in inversion lesson. Third, how effectively students can do inversion exercises and use it in translating into Vietnamese, communication.
From the data survey, I will analyze, discuss and give some suggestions for teachers and students to teach and learn inversion easier, better and more effectively in dealing with exercises, translating into Vietnamese and communication.
2.2.The design of the survey questionnaire
My survey questionnaire consists of twelve questions which are divided into three purposes. The detailed questionnaire can be seen in appendix 1. The first is teaching methods which is used to examine the methods of the teachers in inversion lesson. The second is survey of students’ attitude when they learn English inversion. The last one is inversion exercises to investigate the success of teaching methods and abilities of students.
The first three questions are used to know which method teachers use while they teach English inversion. The first of three is whether teachers use teaching aids like projector, pictures or videos or not. They are supportive tools to attract students and control the class better. Besides, pictures or videos are visual media in order to make students understand the contents as well as feel interested and lively. The second question is: “Do students have discussion in lesson?”. To sum up, discussion is an essential activity in each lesson.
3. Data and analysis
Techniques of data is quantitative. According to  quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through pools, questionnaires, and survey, or by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon.
Using quantitative method is to investigate and determine the relationship among teaching methods, attitude and ability of students with the total participants of 50 grade-12 students.
4. Findings and discussion
4.1.Findings
After conducting a survey questionnaire with fifty high school students. I present the result in following tables:
TEACHING METHODS 2.4.1a
Question
Yes
No
Deductive
Inductive
Both deductive and inductive
1
5
45
2
13
37
3
0
50
4
25
15
10
STUDENTS’ ATTITUDE 2.4.1b
Question
5
6
Very interesting
0
Interesting
15
Boring
18
Very boring
17
Students
0
Teachers
50
STUDENTS’ ABILITIES 2.4.1c
Number of correct answers
6
4-5
2-3
0-1
Number of students
7
22
12
9
First, table (2.4.1a) shows the teachers using teaching aids such as projectors, loudspeakers or pictures in grammar lesson is low with 10 percent. In the same tendency, discussion in inversion lesson is very low. It is notable that group work and games are never used in inversion. The major method is deductive method occupying 66% while inductive only 10% and 24% in both methods.
It is obvious that teaching through visual is not paid attention much. Discussion and games are not appeared in inversion lesson, which causes the interest of students in the grammar lesson.
The table 2.4.1b indicates the attitude of high school students with inversion lesson. There are only fifteen students who feel interested in lesson and 18 and 17 students feel the lesson boring and very boring. It is clear that all fifty students find that they are not centered-approach in lesson.
Table 2.4.1c shows that the abilities of students in dealing with inversion exercises. There are 22 students answering correctly about from 4 to 5 questions and 12 students from 2 to 3. There are 7 students answering all the question correctly while there are 9 students just answering 1 correctly or 0.
It is notable that there are 7 students who answering all the questions correctly all choose the method of teaching in the class “inductive” in the question 4 while 17 out of 21 students answering correctly from 1 to 3 questions are taught by deductive method and feel the lesson is very boring.
18 out of 22 students, who answer correctly from 4 to 5, feel the lesson boring, and the others feel interesting.
4.2.Discussion
From analysis each table dependently, there is a connection among three tables. First is teaching methods including aids and methods. Because of lack of projectors, loudspeakers and especially pictures and videos, inversion lesson is not really interesting. Teaching aids play an important role in conveying knowledge to students clearly and impressively. Controlling class by loudspeaker makes students not talk with their friends in classroom. Besides, teachers can keep their voice good during the lesson. Projectors helps teachers save time and show pictures or videos related to the lesson because students often pay attention to images or sounds. Discussion, group works and games rarely appear in grammar lesson, which makes students feel bored. The most important impact that have effect on students is teaching method. Almost teachers use deductive method in teaching grammar lesson including inversion lesson. A deductive method starts by giving their students rules, then examples and practice. Teacher is centered approach to present new contents. This method may be suitable with lower level students who need a clear base or are accustomed to traditional method or lack the training to find the rules themselves.
Second is the excitement of students with the inversion lesson. No students feel the lesson very interesting. It shows that in the lesson, there is no any entertainment like discussion, group work or games. Students can pay attention to the lesson during 45-minute period so it is easy to understand they are not interested. Because teachers use deductive approach, students are not centered. They just stay in their seats, listen and write down. It is one of reason why students are not interested in the lesson.
Third are abilities of students in solving exercises. The percentage of students who can answer one question even not correctly takes account 18 while the percentage of students answering all question correctly is lower, 14%. The major of students can answer correctly from 3 to 5.
From this survey, I draw some conclusion: teaching methods have great impacts on students’ attitude and ability to do exercises. Therefore, it is necessary to reform the present methods into a new method with centered- student approach.
5. Summary
Chapter 2 is about the survey conducted in Dao Duy Tu High School. The goals are to investigate the teaching methods, the abilities of students in learning and practicing inversion exercises as well as communicating using inversion. In this chapter, first I presented the introduction about the condition of Dao Duy Tu and the participants in the survey. Second, methodology is quantitative used to analyze data. Last is findings and discussion of teaching methods, attitude and ability of high school in Dao Duy Tu High School. The main method which teachers use is deductive. The major of students feel the inversion lesson quite boring because they do not have chances to discuss, work in group or take part in games. A number of students who cannot do inversion exercises take account about 10 percent. Through the survey, we can find some instructional strategies to improve teaching inversion in high school.
CHAPTER 3: TEACHING INVERSION IN DAO DUY TU HIGH SCHOOL: SOME INSTRUCTIONAL STRATEGIES AND IMPLICATIONS
1. Games
1.1. Mini game
People says that English must be fun. Teachers should use new ways to make their lesson interesting and exciting. Students are keen on lesson. Fun can be considered an important step to attract students’ attention, advance the quality of education. Teaching through games is popular in classroom. It is easy for students start or relaxed at the middle of the lesson and for teachers to gain the objectives.
There exists an array of definitions of the term game (Celce-Murica & McIntosh, 1979; Hadfiled, 1988; Khan, 1991; Wright, Betteridge & Buckby, 2005). In this paper, I use Hadfield’s definition (1988: 4); he defines the game as “an activity with rules, a goal and an element of fun”. It is important to create interest and fun for students and it is suitable with any learners.
1.2. Exercise
There are three types of inversion exercises which I am going to present below.
Type 1: Rewrite the sentences with the same meaning (Appendix 2, p.49)
Step 1: Instruct students to identify the type of inversion and auxiliary in each sentence.
Step 2: Rewrite
Step 3: Call students to go to the board and write their answer.
Step 4: Comment and encourage students no matter how they performed well or badly.
Type 2: Multiple choices (Appendix 3, p.50)
Step 1: Work in group of 4 students, each of students will do exercise and then discussion with each other in group.
Step 2: Teach goes around the class and ask some groups why they choose choice A, B, C or D.
Step 3: Explain and give keys for each question.
Type 3: Translate into Vietnamese (Appendix 4, p.52)
Step 1: Teacher gives some new words with Vietnamese meaning:
garden: công viên
to stand: sừng sững
the newest style: kiểu dáng hiện đại nhất
to be old-fashioned: lỗi thời
Step 2: Group of 3-4 students, each one will translate 2 sentences given by teacher.
Step 3: Call students to translate and other groups give their translation.
Step 4: Suggestible translation
Further practice (See Appendix 5, p.53)
Besides, handout for practice is also used in version exercises for students to practice more and more. (See Appendix 6, p.58)
2. Implication of inversion in Vietnamese equivalences
It comes from the fact that when I teach grammar for some students, I realize th