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This paper purports to introduce the concept of consciousness-raising and present one example of an inductive consciousness-raising activity that is expected to improve student’s ability to use The English language, particularly with regards to grammar. | JOURNAL OF SCIENCE OF HNUE Interdisciplinary Science 2013 Vol. 58 No. 5 pp. 143-149 This paper is available online at http stdb.hnue.edu.vn THE USE OF CONSCIOUSNESS-RAISING ACTIVITIES TO IMPROVE ENGLISH GRAMMAR AND LANGUAGE USE Ta Thanh Binh Faculty of English Hanoi National University of Education Abstract. The approach to grammar instruction that is commonly seen in English classrooms is the teacher-led approach where teachers play the role of knowledge presenters and learners role is limited to the receivers. Such a way of teaching grammar is tiring for teachers for they have to spend most of lesson time presenting and explaining grammatical knowledge thus leaving little time for learners to use English. Using inductive consciousness-raising activities is a good solution to help teachers reduce the burden of talking and enhance learner talk because in an inductive Consciousness-Raising grammar activity learners have to interact with their partners most of the time to work out the target grammatical rule and teachers just plays their role when help is needed. This paper purports to introduce the concept of consciousness-raising and present one example of an inductive consciousness-raising activity that is expected to improve student s ability to use The English language particularly with regards to grammar. Keywords English language English grammar grammar instruction. 1. Introduction According to Ellis 3 101 the teaching of grammar has held and continues to hold a central place in language learning. This explains why grammar continues to occupy considerable space in current language course-book materials. The question of how grammar should be approached has been in the arena for discussion for a century proving that the teaching of grammar is a matter of great concern to second language theorists. In Vietnam grammar instruction in English classrooms is commonly teacher-led meaning that the teachers give information and the students are to write it down and .
