USING GRAMMAR GAMES TO ENGAGE NON-ENGLISH-MAJOR STUDENTS IN COMMUNICATIVE LANGUAGE AT HO CHI MINH CITY UNIVERSITY OF FOOD INDUSTRY

This research aims at investigating the innovation of using grammar games and activities to engage non-English-major (NEM) students at Ho Chi Minh City University of Food Industry (HUFI) to use grammatical items in studying grammar. Doing this, the researcher hopes to enhance the effectiveness of grammar games and helps motivate NEM students in studying, for instance, listening, speaking, reading and writing and a number of other skills involved in the same game such as vocabulary and pronunciation (Lee, 2000). The results of my previous research (May 2017) on the effects of language games in teaching grammar showed that most teachers and students had positive attitudes towards grammar games. Taking advantages of students" positive attitudes and desires for playing games in studying grammar, the researcher would like to do something new in teaching grammar through game activities to stimulate students in learning and applying grammar more effectively. The process of experiment had supervised to remark the results of students" progress during 10 weeks. Based on the observation of a case study and findings from analysing the questionnaire and interview, the research makes recommendations for implementing the innovation of grammar games. Once identifying the problem of un-motivation to students" usage of grammatical structures in their communicative contexts, the researcher who implemented the bottom-up innovation in a small-scale to be based on a combination of the problem solving model and social interaction model and considered as a deliberate change in teaching and learning process at HUFI. The researcher has been the innovator and change agent of innovation, the researcher"s two colleagues and two 4th year students of HUFI played the role of an implementer and adopter, 20 students in one experimental class were client