SKKN Khó khăn trong dạy và học ngữ âm trong các tiết dạy “Language focus” sách giáo khoa Tiếng anh 11 và một số giải pháp
The importance of English has been admitted all over the world by the large numbers of people using it as either the official language or the primary language. English is considered as the third most common primary language in the world. In Vietnam as well, English is becoming one of the vital keys to get success in their life.
NGUYỄN VĂN THÀNH
DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN
LANGUAGE FOCUS PERIODS – ENGLISH 11 AND SOME SOLUTIONS
(KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY
“LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 11 VÀ MỘT SỐ
GIẢI PHÁP)
TABLE OF CONTENTS
PART 1: INTRODUCTION ................................................................................. 1
2. AIMS OF THE STUDY.................................................................................... 1
4. SCOPE OF THE STUDY ................................................................................. 2
PART 2: DEVELOPMENT.................................................................................. 3
I. Definition of pronunciation............................................................................... 3
2.1. Learners ............................................................................................... 3
2.2. Teachers ............................................................................................... 3
2.3. The textbook ........................................................................................ 4
3.1. Amount of exposure ............................................................................ 6
3.2. Attitudes and motivation .................................................................... 7
3.3. The time for each lesson ..................................................................... 7
UPPER HIGH SCHOOL.......................................................................................
PART 3: CONCLUSION....................................................................................... 27
1. Conclusions of the study ........................................................................ 27
2. Limitations of the study......................................................................... 27
PART 1: INTRODUCTION
1. RATIONALE OF THE STUDY
The importance of English has been admitted all over the world by the large
numbers of people using it as either the official language or the primary language.
English is considered as the third most common primary language in the world. In
Vietnam as well, English is becoming one of the vital keys to get success in their
life.
Nowadays, English has become one of the compulsory subjects at school
from primary to upper-high school. In order to use English effectively,
pronuciation should be paid attention more to reduce the limitation of
communication among vietnamese students because of their lack of confidence in
pronunciation.
Moreover, as being seen from the fact , pronuciation is paid less attention
compared with vocabulary, grammar and language skills in language teaching and
learning English at upper- secondary school. Therefore, students are often shy and
unconfident to speak english. They are usually afraid of pronouncing incorrectly
So, how difficult are students facing with when they learn
pronucition?What activities should be used to teach pronucition effectively? How
should teachers make students become interested in learning pronunciation? They
are burning questions for many teachers of English. The answers to these questions
will help teachers improve students’ pronunciation knowledge and help them to
make progress in communication. For the above reasons, I decide to investigate
“Difficulties in teaching and learning Pronunciation in Language Focus
periods – English 11 and some solutions”
2. AIMS OF THE STUDY
This study mainly focused on the difficulties in teaching and learning
pronunciation in Language Focus periods – English 11 and solutions to help
them overcome these difficulties. In order to achieve this aim, some objectives
are posed for exploration as follows:
- To find out the attitudes of teachers and learners towards in teaching and
learning pronunciation at Ha Huy Tap Upper Secondary School.
- To find out the difficulties and the causes of difficulties in teaching and
learning Pronunciation.
- To find out how pronunciation components are taught at Ha Huy Tap
Upper Secondary School.
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3. METHODS OF THE STUDY
In order to fulfill the tasks as mentioned above, a certain data about the
attitudes of teachers and students as well as the difficulties and causes of
difficulties in teaching and learning pronunciation at Ha Huy Tap Upper
Secondary School were collected and analyzed. To collect data for the research,
a survey questionnaire were delivered to 7 teachers and 100 grade 11 students at
Ha Huy Tap Upper Secondary School. Some observation and interviews with
some teachers and students were also conducted for supplementary information.
After that, the results obtained from questionnaires and observation were
discussed then some useful pronunciation teaching techniques were
recommended.
4. SCOPE OF THE STUDY
There are a number of difficulties in teaching and learning English at
upper – secondary school. However, as this study is concerned with teaching
and learning pronunciation in Language focus periods – English 11.
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PART 2: DEVELOPMENT
I. Definition of pronunciation
The notion of "pronunciation" has been defined in different ways by many
writers. Ur (1996: 47) defines that "The concept of "pronunciation" may be said to
include sounds of the language or phonology; stress and rhythm; intonation;
combination of sounds; linkage of sounds".
Dalton, (1994: 3) describes pronunciation in general term "as the production
of significant sound in two senses. First, sound is significant because it is used as
part of a code of a particular language. In this sense we can talk about
pronunciation as the production and reception of sounds of speech. Second, sound
is significant because it is used to achieve meaning in contexts of use. Here the
code combines with other factors to make communication possible. In this sense
we can talk about pronunciation with reference to acts of speaking".
In this paper, the author has no intention of pointing out which definition of
pronunciation is the most precise but she only wishes to find an appropriate
definition facilitating the understanding of pronunciation in language study.
Therefore, the definition of pronunciation proposed by Ur (1996) is adopted.
II. An overview of the situation of teaching and learning English at Ha Huy
Tap Upper Secondary School.
2.1. Learners
There are about 500 students of grade 11 in my school. Most of the students
have learnt English for at least 7 years, since they were at grade 6. Some of them
have learnt English since they were in primary school. Two thirds of them learn
English as a compulsory subject. Some learn English to get scholarship to study
abroad. The others study English more deeply to take the exam to university. In
general, the majority of the students like learning English and have a good general
knowledge of English. Many students are capable of speaking English fluently. As
a result, 10% gets mark 9 to 10, 30% gets mark 8 to 9, 55% gets mark 6 to 8, and
5% gets mark 5 to 6, 0% gets mark below 5. Some students get high mark in
IELTS and TOFEL exam and have scholarship to study abroad.
However, teaching and learning English at Ha Huy Tap Secondary School
have some difficulties. Most of the classes are rather big in comparison with an
ordinary class for a class of English, about 40 students. Furthermore, there is not
any lab room for studying a foreign language. In addition to that, students hardly
have opportunities to communicate with native speakers.
2.2. Teachers
There are 10 teachers of English in Ha Huy Tap Upper Secondary School..
Three of the teachers are from 25 to 43 years old, three have just finished an MA
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course, one is following MA course, and the other teachers graduated from Hanoi
national university and Vinh univesity .Among these teachers, five of the teachers
are rewarded as the best teachers of Nghe An province. They have sucessfully
passed the exams for the talented teachers of Nghe An education and training
department. All the teachers are very enthusiastic with teaching and want to
improve the quality of English teaching and learning.
2.3. The textbook
We have been using the text book - English 11 for two years. There are many
changes in this new text book in comparison with the old text book. This text book
has four lessons focus on four skills such as Reading, Speaking, Listening and
Writing. Especially, Pronunciation is also introduced in this text book. However, it
is only one small part in the Language Focus lessons. About 10 to 15 minutes are
spent for Pronunciation in each unit. There are 16 units in the text book and they
focus on the pronuciation of consonants including single consonant and clusters
consonants. There are two main activities of practicing: Listen and repeat
individual words and Practice reading sentences. Following is the table of contents
of the pronunciation components and activities in each unit:
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Table 1: Pronunciation components and activities in each unit
Pronunciation components Techniques and activities
Unit 1 The pronunciation of the - Listen and repeat individual
consonant
words
/ʤ/ - /tʃ/
- Practice reading sentences
Unit 2 The pronunciation of the - Listen and repeat individual
consonant
words
/m/ - /n/ - /ɳ/
- Practice reading sentences
Unit 3 The pronunciation of the - Listen and repeat individual
consonant
words
/l/ - /r/ - /h/
- Practice reading sentences
Unit 4 The pronunciation of the - Listen and repeat individual
consonant
words
/w/ - /j/
- Practice reading sentences
Unit 5 The pronunciation of the - Listen and repeat individual
consonant
words
/pl/ - /bl/ - /pr/ - /br/
- Practice reading sentences
Unit 6 The pronunciation of the - Listen and repeat individual
consonant
words
/tr/ - /dr/ - /tw/
- Practice reading sentences
Unit 7 The pronunciation of the - Listen and repeat phrases
consonant
- Practice reading question and
/kl/ - /gl/ -/kr/ -/gr/ -/kw/
answer
Unit 8 The pronunciation of the - Listen and repeat phrases
consonant
- Practice reading sentences
/fl/ -/fr/ -/θr/
Unit 9 The pronunciation of the - Listen and repeat phrases
consonant
- Practice reading sentences
/sp/ -/st/ -/sk/
Unit
10
The pronunciation of the - Practice reading sentences
consonant
/sl/-/sm/-/sn/-/sw/
Unit
11
The pronunciation of the -Listen and practice reading
consonant
sentences
5
/ʃr/-/spr/-/spl/
-Mark the primary stress over
stress syllables and practice
reading sentences
Unit
12
The pronunciation of the - Listen and repeat individual
consonant
words
/str/-/skr/-/skw/
- Practice reading sentences
Unit
13
The pronunciation of the - Listen and repeat individual
consonant
words
/pt/-/bd/-/ps/-/bz/
- Practice reading sentences
Unit
14
The pronunciation of the - Listen and repeat individual
consonant
words
/ts/-/dz/-/ tʃt/-/ʤd/
- Practice reading sentences
Unit
15
The pronunciation of the - Listen and repeat individual
consonant
words
/nt/-/nd/-/nθ/-/ns/-/nz/
- Practice reading sentences
Unit
16
The pronunciation of the - Listen and repeat individual
consonant
words
/ft/-/vd/-/fs/-vz/
- Practice reading sentences
All the pronunciation components in English 11 are very important and
necessary for students to produce actual speech. However, during the teaching and
learning process, both teachers and students face up with many difficulties. How
can they overcome the difficulties? Some questions have been proposed to solve
these problems.
III.
SOME
SUGGESTED
TECHNIQUES
FOR
TEACHING
PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11”
AT HA HUY TAP UPPER SECONDARY SCHOOL.
Based on the findings stated above, some suggestions for improving
pronunciation teaching and learning in “Language focus periods – English 11” at
Ha Huy Tap Upper Secondary School. There are many causes of difficulties in
teaching and learning pronunciation, however, amount of exposure, short time and
boring and monotonous practice activities in the textbook has the strongest
agreement. So some suggestions based on the factors affecting pronunciation
teaching and learning process are given as followed:
3.1. Amount of exposure
It is difficult to get an accurate picture of how much exposure to English a
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person should have, then the learner is surrounded by English and this constant
exposure should affect pronunciation skills. In our teaching and learning
environment, students have little chance to communicate to native speakers. So
that teachers should create a native–like language environment in their own classes.
Both teachers and students have to communicate to each other in English. In
addition, teachers had better provide students with more listening exercises
especially listen to conversations and practice them.
3.2. Attitudes and motivation
The learner's attitude and motivation towards the language they are
learning or going to learn also affects the process of learning pronunciation. Their
positive attitudes and motivation will help students a lot in learning this language,
including learning its pronunciation. So that teachers should help students aware
of the importance of learning pronunciation. What is more, teachers need to
make the pronunciation lessons more comfortable and interesting by using
different techniques such as reading, listening, playing games.
3.3. The time for each lesson
The time for each pronunciation in English 11 is fixed; we can not lengthen
it. So that teachers should be wise to carefully consider which amount of
knowledge should be focused and which techniques should be used to save time.
Choosing suitable techniques to make the lessons both interesting and effective is
not easy. It depends on each teacher, his students and the number of students in
each class.
3.4. Techniques for practice stage
There are many techniques for students to practice pronunciation. Each
technique has its own advantages. It depends on which pronunciation component
students are practicing. However, some following techniques are liked most by the
students:
3.4.1. Listen and repeat conversation: This technique is very useful for students.
That brings English into the real context for the students to practice. From that
students will find it easier to use the knowledge in communicating. However, to
find out suitable conversations for each lesson is not easy for the teachers.
Teachers need to use many sources of reference. (See appendix)
3.4.2. Odd one out: This is the only kind of exercise that exists in the written test.
So it is very useful for students at high school. It can help them get accustomed to
doing multiple choice exercises to have better result in the exam. This technique
can be applied to every unit, especially for unit 2 to unit 4 because this kind of
exercise exists in the written test to university. (See appendix)
3.4.3. Do the listening exercises: Listening comprehension exercises in course
books are often designed to sound as realistic as possible, with the participants
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talking at a normal speed and using natural language. These can play a key role in
helping students to notice the existence of a pronunciation feature. This
technique can apply for every unit. (See appendix)
3.4.4. Do the reading aloud activities: In reading activities, although the
medium is the written word, work on pronunciation can be successfully
integrated here too. Like listening, reading is a receptive activity (i.e. students
receive the language rather than produce it), and so it provides a suitable means of
bringing language features to students' attention. This technique can apply for
every unit. (See appendix)
3.4.5. Play games: This is the activity which students like most. Games provide a
relaxing environment for students to practice new pronunciation effectively.
Playing games not only helps students to practice the knowledge but also makes
the lessons more interesting. Students will no longer find stressed whenever they
learn pronunciation. This technique can be use in almost all the lessons. (See
appendix)
These are some of the techniques that the author would like to introduce
with the hope that they will make the pronunciation lessons more interesting and
effective. How to use these techniques effectively depends so much on the teachers.
Each teacher should decide which technique, how, when and where to use to get
their purpose. Teachers should use them flexibly. Teachers can create the new ones
basing on the learning and teaching context.
IV.SOME SUGGESTED ACTIVITIES ARE USED IN PRONUNCIATION
PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL
UNIT 1: The pronunciation of the consonant /ʤ/ - /tʃ/
Objectives:The aim of this period is to clarify the difference between two sounds
in order to help students to pronounce them correctly because these two sounds are
nearly pronounced the same. However, they are quite different
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 60% of the students
found that they felt more confident when they speak with others,especially
foreigners.
Activities for teaching
Activity 1: Ask students to practice to distinguish the difference between two
sounds
+Round your lips tightly
+The teeth come together
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+Middle of the tongue raises and touches the root of the mouth
+Make the sound
+Put your hand in front of your face
Sound /tʃ/: students will feel the air (unvoice consonant)
Sound /ʤ/: students won’t feel the air (voice consonant)
Activity 2: Practice to pronounce the sounds in turn
/tʃ/:
/ʤ/:
Children
Changeable
Cheese
Mutual
Church
which
Jam
Joke
January
Dangerous
Passenger
village
Activity 3:Game( Distinguish the sounds)
-Teacher says the words . Students will say the sounds
-Teacher says the sounds. Students say the words
Activity 4: Practice reading aloud the sentences
1. Just outside the village, there’s a bridge
2. Jane always enjoys George’s jokes
3. Two jeeps went over the edge of the bridge
4. Which picture do you think the child wants to change?
5. Mix the mushrooms, chilli and cheese
6. Do you like French salad and fish and chips?
Game: Teachers write the sentences in a piece of paper. Then , ask a students from
each group to choose one piece. After that, they practice in groups. Finally, one
representative from each group will read aloud the sentence.
The group which pronounced the sentences more correctly will get the ponits. The
game continues until the end.
UNIT 2: The pronunciation of the consonant /m/ - /n/ - /ɳ/
Objectives:They are nasal consonant sounds . Therefore, in some ways, students
are easily to make mistakes between them. In the lesson, it is necessary to identify
the difference between them for students to understand. Then some followed
activities will be added to make the lesson more interesting.
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