INTRODUCTION
Rationale of the study
In today's global landscape, English is essential for effective communication and serves as a gateway to various fields, including commerce, communication, science, and technology As a result, English is a fundamental part of the curriculum in schools worldwide.
Effective communication is a primary goal of learning a foreign language, as it relies heavily on correct pronunciation Mispronunciation can lead to misunderstandings and communication breakdowns, making the teaching of pronunciation crucial Traditional methods of teaching English phonetics often focus first on segmental features, such as vowels and consonants, before addressing suprasegmental aspects like stress, rhythm, and intonation While this approach helps students distinguish sounds, it often neglects suprasegmentals, resulting in strong foreign accents that can hinder understanding Consequently, educators face significant challenges in effectively teaching pronunciation and engaging students in the learning process.
Creating engaging classrooms where students find the content interesting and relevant to their age and abilities can significantly enhance their motivation to learn Research indicates that students tend to retain information they are genuinely interested in, although such interest can be unpredictable and influenced by various factors A good teacher not only employs effective teaching methods but also understands how to facilitate student engagement and self-directed learning Incorporating diverse teaching tools, such as audio-visual aids, games, songs, and storytelling, can help maintain student interest Among these, songs are particularly effective for teaching pronunciation, which is why the researcher has chosen to utilize them in lessons for students at Duy Tien C High School.
Aims of the study
(1): finding out whether the use of English traditional songs to teach pronunciation for high school students is effective or not
(2): working out the most effective ways of using English songs to teach pronunciation for high school students.
Research questions
With above aims, the researcher hopes to conduct this study to answer the following questions:
(1) To what extent can English songs help students to improve their pronunciation?
(2) How to use songs in teaching pronunciation in classroom?
Scope of the study
The study mainly focuses on exploiting English songs as supplementary material to improve the pronunciation of the 10 th -form-students
The theory of teaching English pronunciation is multifaceted, encompassing various components This study focuses specifically on the use of traditional English songs, emphasizing fundamental elements such as sound, stress, and linking.
This study examines the use of well-known traditional songs characterized by soft melodies, simple lyrics, and catchy tunes that are easy to enjoy Various music genres, including pop, rock, rap, hip-hop, jazz, classical, and country, highlight the diversity of songs, but the focus here is on the appeal of traditional music.
Method of the study
In order to achieve the aims of the study, the following data collection instruments were used:
(1): pre-test and post-test for both experimental and control groups
(2): a survey quetionnaire for experimental group
(3): a survey questionnaire for English teachers at Duy Tien C high school
The collected data come from 6 teachers of English and 90 students at Duy Tien C high school The data collection time lasted 13 weeks during the second term of the school year 2009-2010.
Design of the study
The study includes three parts:
Part 1: Introduction presents rationale, aims, reseach questions, scope, method, and design of the study
Part 2: Development consists of 4 chapters:
Chapter 1: Literature review sets up some theoretical background that are relevant to the purpose the study: pronunciation and communicative teaching, review of traditional methods and approaches for teaching pronunciation, songs as motivator for students to improve pronunciation, aspects of pronunciation that can be improved through songs and choosing songs
Chapter 2: Method of the study focuses on the present conditions of teaching and learning at Duy Tien C high school, data collection instruments, data collection procedures and the use of songs in the lessons
Chapter 3: This chapter include data analysis and findings
Chapter 4: Implication of the study
Part 3: Conclusion summaries the major findings discussed in part 2, gives out the limitation of the study and suggestions for further study.
DEVELOPMENT
Pronunciation refers to "the way in which a language is spoken" (Oxford Advanced Learner’s Encyclopedic, 1992:718), and it is a concept that has been interpreted in various ways by different authors.
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is spoken, encompassing the manner in which an individual articulates a word Understanding pronunciation is essential for effective communication and language learning.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation
1.2 The teacher’s and students’ role in teaching and learning pronunciation
The debate over the effectiveness of pronunciation teaching in language education continues, with some researchers, such as Purcell and Suter (1980) and Morley (1991), arguing that teachers have minimal impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language largely lies outside the control of educators Nonetheless, Pennington (1989: 203-227) suggests that teachers can significantly impact learners' pronunciation if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in assisting learners to distinguish individual sounds in English Many learners naturally interpret English sounds through the lens of their native language phonetics To overcome this challenge, educators should explain tongue positioning and demonstrate the physical articulation of foreign language sounds.
LITERATURE REVIEW
Definition of pronunciation?
Pronunciation refers to "the way in which a language is spoken," encompassing various definitions provided by different authors (Oxford Advanced Learner’s Encyclopedic, 1992:718).
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is spoken, encompassing the manner in which an individual articulates a word.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation.
The teacher’s and students’ role in teaching and learning pronunciation
The effectiveness of pronunciation teaching remains a contentious issue in language education Research by Purcell and Suter (1980) and Morley (1991) suggests that teachers may have limited impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language often extends beyond the control of educators Nonetheless, Pennington (1989: 203-227) suggests that teachers can significantly impact students' pronunciation if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in assisting learners to recognize individual English sounds, which are often perceived through the lens of their native language It is essential for educators to explain tongue positioning and demonstrate the physical articulation of these foreign sounds Additionally, teachers must ensure that learners accurately perceive sounds within the correct categories and support them in developing new categories when needed.
Teachers play a crucial role in teaching pronunciation by demonstrating sounds that are not present in students' native languages They assist learners in imitating these new sounds and provide helpful tips to facilitate sound production, enhancing their overall pronunciation skills.
Teachers play a crucial role in guiding students not only in producing sounds but also in assessing their performance It is essential for educators to provide constructive feedback, as learners often lack awareness of their own progress and accuracy.
Pointing out what is going on
Learners must understand what to focus on and improve in their speaking skills, as this process is often managed unconsciously, leading to the potential oversight of crucial elements Therefore, teachers should emphasize the importance of sound and the various resources available to help learners effectively convey their spoken messages.
Students need the help of teachers in establishing a plan for action, in deciding what to concentrate on and when to leave well enough alone
Learning pronunciation is inherently complex, prompting teachers to carefully design or select effective activities for student practice It is essential for educators to identify which activities offer the greatest opportunities for practice while also considering that different activities may align better with the diverse learning styles and approaches of individual students.
Another important role of a foreign language teacher is to assess students‟ progress and provide information about it because students find it hard to do by themselves
According to Kenworthy (1996), a teacher's active concern for students' pronunciation and speaking skills can effectively inspire similar dedication in learners Supporting this notion, researchers such as Moore (1992) and Pintrich and Strunk (2002) highlight that achievement motivation is driven by a desire to succeed; without valuing a task, students are unlikely to feel motivated to excel.
A formal teacher plays a crucial role in enhancing students' learning experiences, particularly in pronunciation lessons By keeping key responsibilities in mind, educators can ensure that these lessons are both enjoyable and effective.
According to Nguyen Bang and Nguyen Ba Ngoc (2001: 7-15), students play several crucial roles in the learning process They must accurately perceive pronunciation models to ensure correct articulation Additionally, engaging in activities that involve recognition, imitation, and repetition is essential for mastering pronunciation Lastly, students should actively practice self-correction to address and improve their pronunciation errors.
Success in pronunciation is largely determined by the effort learners invest in their practice (Morley, 1991) Even if a teacher is highly skilled, minimal improvement occurs if learners do not take initiative and monitor their own progress Thus, it is crucial for learners to engage actively during lessons to foster meaningful change and enhance their pronunciation skills.
To enhance foreign language learning, it is crucial for students to actively engage in their studies; otherwise, their progress will be minimal Consequently, teachers must employ effective strategies to motivate their students and foster a more productive learning environment.
Pronunciation and communicative teaching
The grammar-translation method often neglects pronunciation, focusing primarily on grammar and vocabulary, which are essential components of language learning (Tench, 1981) Proper pronunciation is crucial for effective communication, as mispronunciation can hinder understanding between speakers (Gerald, K., 2000) Consequently, a primary objective of English teaching should be to enable learners to communicate effectively and accurately (Davies, P., 2000) While memorizing language forms and rules may serve as a short-term goal, it should not overshadow the importance of pronunciation Historically, achieving native-like pronunciation was the aim, but many now believe this standard is unrealistic for most learners (Kenworthy, J.).
(2000:3) suggested that “for a majority of learners, a far more reasonable goal is to be comfortably intelligible”
According to Castillo (1990), effective English pronunciation instruction should be combined with communicative practices to enhance student performance Nooteboom (1983) emphasizes the significance of speech perception in speech production, highlighting the role of the listener in communication Thus, integrating pronunciation training with interactive activities is essential, as it provides students with opportunities to improve their pronunciation through listening and speaking exercises.
The communicative approach to pronunciation teaching emphasizes the involvement of the whole person learner, as highlighted by Morley (1991) It is essential to focus on three key dimensions in pronunciation programs: intellectual, affective, and physical involvement of the learner In this approach, the teacher plays a crucial role by providing information, setting high standards, offering diverse practice opportunities, and consistently supporting and encouraging students throughout their learning journey.
Students can excel in foreign language pronunciation by establishing clear learning goals Pronunciation should be regarded with equal importance as grammar, syntax, and discourse, as it is essential for effective communication Integrating pronunciation into the communication curriculum enhances the learning experience When these elements are prioritized, learners are more likely to succeed in mastering foreign language pronunciation.
Review of traditional methods and approaches for teaching pronunciation
1.4.1 Traditional methods of teaching pronunciation
The significance of pronunciation in foreign language teaching varies across different pedagogical approaches In the grammar-translation method, pronunciation instruction is largely absent, while the audio-lingual method prioritizes it through traditional practices such as minimal pairs, drills, and brief dialogues The late 1960s and 1970s saw a surge of inquiries regarding the efficacy of pronunciation teaching within EFL curricula Recently, there has been a shift from teacher-centered to learner-centered classrooms, highlighting the evolving perspectives on pronunciation instruction (Morley, 1991: 481).
The integration of pronunciation with oral communication is essential, shifting the focus from segmental to suprasegmental elements This approach prioritizes individual learner needs and emphasizes meaningful, task-based practices Additionally, it calls for the development of innovative teaching strategies to enhance pronunciation instruction.
The language teaching landscape has evolved from teacher-centered to learner-centered classrooms, prioritizing meaningful communication in every course As a result, achieving intelligible pronunciation has become a fundamental goal in language education.
Tench (1981), Pennington (1989), Jones and Evans (1995), Dalton and Seidlhofer (1994) mentioned two approaches to teaching pronunciation: bottom- up and top-down
The bottom-up approach to teaching pronunciation starts with the articulation of individual vowels and consonants, progressing to intonation This model of speech perception suggests that we interpret speech by gradually assembling understanding from the smallest units to larger ones (Anderson and Lynch, 1988) By focusing on segmental elements, learners can accurately produce individual sounds; however, they may struggle with contextualized sounds in connected speech Consequently, this traditional method should be emphasized from the outset of a language course to ensure a solid foundation in pronunciation.
The top-down approach to teaching pronunciation emphasizes the importance of contextualized sounds in connected speech, as it relies on knowledge and expectations to interpret messages (Pinker, 1994) This method suggests that once prosodic features like stress, rhythm, and intonation are mastered, segmental discriminations will naturally follow Wrong (1993) highlights that these prosodic elements are more significant in English communication than individual sounds Consequently, focusing on suprasegmentals is essential in a Communicative Language Teaching (CLT) environment Furthermore, Yule, Hoffman, and Damico (1987) argue that pronunciation learning should extend beyond identifying primary stress and comparing individual sounds, as this is merely the initial step in mastering English speech.
Songs as motivator for students to improve pronunciation
With the shift from the grammar-translation method to a communicative approach in language teaching, pronunciation has become essential in the classroom Teachers should integrate pronunciation practice into oral communication classes rather than treating it in isolation, as emphasized by Morley (1991) The focus of pronunciation instruction should transition from achieving perfect pronunciation to fostering functional intelligibility and communicability, aiming to meet the individual spoken English needs of learners.
Research indicates that positive attitudes and motivation significantly contribute to success in second language learning (Gardner, 1985) Motivated learners tend to engage actively in class, show interest in the material, and dedicate time to studying According to Davies (2000), many educators view motivation as crucial for effective language acquisition However, defining and measuring motivation is challenging due to its complex nature, and students may not respond uniformly to teaching methods Consequently, fostering motivation during pronunciation lessons can be particularly difficult.
To engage students effectively, teachers must employ imaginative and creative teaching techniques that make English lessons exciting and relevant It's essential for educators to instill a sense of necessity and interest in learning English According to Davies (2000), successful language teaching hinges on providing ample opportunities for student participation and fostering a motivating classroom atmosphere One effective strategy to boost student enthusiasm is the incorporation of songs into the curriculum.
English songs serve as an effective tool in language teaching due to their ability to make learning enjoyable and engaging for students They captivate learners in ways that other media cannot, aligning with their psychological and emotional needs Many students are eager to learn songs in a foreign language, often without fully grasping the lyrics, which helps alleviate study-related stress Additionally, songs cater to various language proficiency levels, ensuring that suitable materials are available for any class Furthermore, incorporating authentic materials like English songs enriches cultural understanding, which is crucial for second language acquisition As Zhu Weifang (2008) highlights, the combination of music and language in songs offers numerous benefits, including cultural richness, idiomatic expressions, and therapeutic qualities, making them invaluable for language education.
Aspects of pronunciation that can be improved through songs
Various authors worldwide offer diverse perspectives on teaching pronunciation Gerall (2000) identifies key components such as vowels, consonants, word and sentence stress, intonation, connected speech, and spelling In contrast, Colin (1985) emphasizes weak forms, clusters, linking, contractions, and stress timing as essential elements Additionally, Grant (1995) presents a comprehensive framework, organizing the teaching elements from sounds to syllables and words, progressing to sentences and discourse segments.
This thesis focuses on fundamental elements of pronunciation instruction, recognizing that students often enjoy imitating singers, which can enhance their sound production skills The varied pitch in songs, moving from low to high, provides an excellent opportunity for practicing stress and intonation in English Therefore, the key pronunciation elements to be taught in this study include these aspects.
According to Gimson (1962), English sounds are categorized into vowels and consonants, each serving distinct roles within syllables The complexity of English pronunciation is heightened by its incorporation of words from various languages, including Eskimo, Farsi, ancient Latin, Greek, and French This linguistic borrowing leads to confusion in sounds and phonetic transcription, exemplified by homographs and homophones that illustrate the disparity between sound and transcription Consequently, essential teaching elements in English phonetics include vowels, consonants, syllables, phonetic transcription, and ending sounds.
Stress is a key feature in English that poses challenges for learners, particularly in words with two or more syllables where one syllable is emphasized, making it stronger, louder, and longer than the others This stressed syllable plays a crucial role in helping speakers recognize words and phrases (Grant, L 1993: 241) Consequently, focusing on word stress is essential at the outset of any pronunciation course to ensure learners achieve clear and understandable pronunciation.
Rhythm, as defined by Kenworthy (2000:30), involves the alternation between strong and weak syllables, resulting from word stress This dynamic highlights significant elements by placing them on a strong beat, thereby enhancing their prominence in speech.
Understanding intonation in English is crucial, as the speaker's use of stress and pitch can alter the meaning of a sentence Intonation refers to the rise and fall of pitch, which conveys various meanings, emotions, and contexts Therefore, it is essential for students to learn about intonation from the beginning of their courses Incorporating songs into lessons can significantly enhance students' grasp of English intonation and stress.
Choosing songs
Selecting the right songs is crucial for effectively teaching pronunciation in EFL classes, as the choice of song materials significantly impacts student success Both teachers and students can participate in this selection process, with students often gravitating towards popular or easily accessible songs.
In this study, the researcher aims to identify the most suitable songs for teaching pronunciation to students at Duy Tien C High School Key criteria for song selection include clarity of lyrics, avoidance of submerged words, positive content free from negative influences, and the absence of new vocabulary or outdated slang (Eken, D.K 1996: 46-47) Various genres of Western music, including pop, jazz, classical, rock, and traditional songs, are considered However, traditional songs are deemed particularly appropriate for 10th-grade students due to their appealing melodies and suitable lengths for pronunciation lessons in secondary education.
Summary
This chapter emphasizes the crucial roles of both teachers and students in the pronunciation learning process, highlighting that student engagement is essential for improvement It reviews traditional pronunciation teaching methods and identifies the use of songs as an effective approach, given their motivational impact on students The importance of pronunciation in today's communicative curriculum is underscored, leading to the conclusion that integrating short and simple songs can enhance students' word stress, intonation, and rhythm within the constraints of limited lesson time.
METHODOLOGY
The context of the study
2.1.1 Physical conditions which affect students’ participation in a pronunciation lesson
The learning environment significantly impacts student performance and well-being, encompassing physical conditions such as class size, furniture, lighting, and classroom resources According to Harmer (1992), these physical aspects greatly influence students' learning experiences and their attitudes toward the subject matter A well-designed learning environment not only enhances academic outcomes but also inspires and motivates students.
Textbooks and authentic materials are essential resources in language teaching Textbooks outline the goals and objectives of a language program, making them crucial for effective learning According to Krashen (1981), students progress by understanding language that slightly exceeds their current knowledge, indicating that well-suited textbook content can significantly enhance language competence On the other hand, authentic materials—such as tapes, language laboratories, films, and libraries—play a vital role in shaping students' learning experiences These materials not only motivate students but also make learning more engaging, especially when they feel fatigued by traditional exercises As Bowen highlights, the use of authentic materials fosters a more interesting and sustained learning environment.
According to M (1982:1), authentic materials motivate learners to engage more naturally with each other, moving beyond the confines of their textbooks By incorporating various authentic materials into the classroom, educators can transform the learning environment, introducing elements of the 'real world' that encourage students to think and behave as they would in everyday situations.
2.1.2 Teaching and learning conditions at Duy Tien C high school
Duy Tien C High School, established 20 years ago and located on the outskirts of Phu Ly town, has recently integrated English into its curriculum, making it a relatively new subject introduced approximately 10 years ago.
Despite being a relatively new institution, the school boasts sufficient classrooms; however, it lacks a dedicated language lab for English instruction Additionally, there is a significant deficiency in modern educational facilities, with only two overhead projectors available for 23 classes and nearly 50 teachers across 12 different subjects.
Since 2006, the school has implemented new syllabuses from the Ministry of Education and Training, which, while updated, present challenges for both teaching and learning The primary difficulties stem from the varying levels of language proficiency among students Although most have been studying English since grade 6, a few students from the town center began their studies as early as grades 3 to 5 Additionally, all students reside in a remote rural area, where both living and learning conditions are challenging.
Many students begin learning English at an early age; however, their proficiency often remains low due to negative attitudes toward the language and limited time dedicated to its study Additionally, the introduction of challenging and overloaded syllabuses in other subjects significantly impacts students' ability to learn English effectively.
Despite facing challenges, the English teachers at Duy Tien C High School are young, well-trained, and energetic, creating an ideal environment for Communicative Language Teaching (CLT) The team consists of six English teachers, including five females and one male, aged between 22 and 35 Among them, four hold B.A degrees from CFL-VNUH, one from Hanoi University, and one from Thai Nguyen University The youngest teacher, who graduated last year, brings nearly a year of teaching experience, while the oldest boasts over 10 years in the field.
At Duy Tien C High School, most teachers rely on traditional language teaching methods that prioritize grammar and vocabulary, often neglecting pronunciation They face challenges in implementing the new syllabus, particularly in initiating activities and managing the classroom However, these young, recently graduated teachers possess a strong desire and motivation to enhance their knowledge of communicative competence for effective English teaching.
2.1.3 Background information of the phonetics lessons at upper secondary school
Phonetics is typically taught alongside grammatical items in a 45-minute lesson, but often only 7 to 10 minutes are dedicated to phonetics, as grammar is prioritized Over five years of teaching English at Duy Tien C High School, the researcher observed that students showed minimal interest in the phonetic component Many students lacked motivation and engagement, leading to a perception that the classes were boring and unproductive Feedback from students prompted the author to implement changes to enhance the phonetic lessons.
Data collection instruments
Both questionnaires and tests were employed in this research so as to get the accurate data These two interuments help the researcher get more in-depth data for analysis
The questionnaire is a widely used tool in research for data collection due to its ease of preparation and ability to reach large groups simultaneously This method allows researchers to gather substantial information quickly, making it an efficient choice for data gathering.
The student questionnaire is designed to gather insights on their opinions and attitudes towards the use of English songs in learning It includes six key questions: the first explores students' general attitudes towards English songs; the second examines how songs can aid in improving pronunciation; the third investigates the activities students engage in while listening to music; the fourth identifies preferred tasks for pronunciation lessons using songs; the fifth assesses students' awareness of incorporating songs in teaching and learning pronunciation; and the sixth addresses the potential drawbacks of using songs in this context.
During the questionnaire distribution, students were encouraged to ask questions for clarity and ensure their understanding To fully express their thoughts, they were also permitted to write in Vietnamese about the limitations of using songs in the learning process.
The teacher questionnaire comprises five key questions designed to explore the use of songs in teaching pronunciation The first question assesses how frequently teachers incorporate songs into their lessons The second question identifies the types of songs utilized for teaching purposes The third question investigates the specific tasks teachers create to enhance pronunciation through songs The fourth question examines the resources available to teachers for effectively using songs in their instruction Finally, the fifth question addresses the challenges teachers face when designing lessons that involve songs.
The tests aimed to determine how songs can enhance students' pronunciation skills Each test was conducted over a fifteen-minute period and was divided into two parts, tailored for class 10 A2 and 10 A3 levels The first test served as a pre-test, administered after the first week of the second term, while the second test was completed by students as a post-test at the term's conclusion.
Data collection procedures
In the 2009-2010 school year, the author conducted a study involving two 10th-grade classes, each consisting of 45 students with varying English proficiency levels Phonetics was incorporated into the language focus lesson, with class 10 A2 utilizing traditional English songs for pronunciation practice, while class 10 A3 received instruction without the use of songs Data collection was carried out systematically throughout the study.
Step 1: 2 classes (10A2 and 10A3) were given a pronunciation test as a pre-test
Step 2: a post-test was used in both classes to find out the results of the teaching and learning pronunciation
Step 3: the survey questionnaire for students was delivered to the experimental class to find out what they thought, how much they enjoyed the effectiveness of using songs in pronunciation lessons In addition, a survey questionnaire was also delivered to the English teachers at Duy Tien C high school to find out how they used songs in the class.
The use of songs in the lessons
This study involved the integration of English songs into language focus lessons, where students engaged in task-based activities at the start of each session The lessons typically lasted between ten to fifteen minutes and followed a structured approach to enhance learning.
The teacher began by providing an overview of the songs, including details about the composer, singers, and the context of their creation, while also introducing new vocabulary related to the tasks Next, students were divided into groups to skim the handouts and make predictions about the tasks The teacher then played the songs, allowing students to listen from start to finish for an overall understanding of the melodies and themes The tape was replayed, pausing at key words to give students time to complete their tasks After the third playback, the teacher facilitated a discussion where students shared their answers, followed by corrections and feedback.
Summary
This chapter outlines the study's context, focusing on the teaching and learning conditions at Duy Tien C High School, particularly how physical environments influence student participation in English pronunciation lessons It also provides background information on phonetics lessons at the upper secondary level The research utilizes tests and questionnaires as data collection tools, and concludes with a discussion on the incorporation of songs in pronunciation instruction to enhance learning outcomes.
DATA ANALYSIS AND FINDINGS
Questionnaires
The questionnaire was used to explore students‟ attitude towards the use of English songs in teaching pronunciation and to what extent they got engaged in the pronunciation lesson
The participants of this survey questionnaire is 45 ten-grade-students in class 10 A2 who were taught with the use of songs
In this section, the following results will be analysed:
3.1.1.3.1 Students’ attitude towards English songs
Chart 1: Students’ attitude towards English song
The pie chart clearly depicts students' attitudes toward English songs, revealing that a substantial majority, 89%, expressed interest in this teaching method Among them, 56% indicated a strong affection for learning through songs Conversely, 11% of students voiced their dislike for using English songs in education, citing unfamiliarity with the listening process due to the prevalence of linking and connected words.
Many students find it challenging to learn through English songs, preferring traditional teaching methods instead They express concerns about falling behind their classmates and often feel overwhelmed, leaving them with little to retain when they return home.
3.1.1.3.2 The improvement of students’ pronunciation after they had been taught with the use of songs
Chart 2: Students’ improvement after they had been taught with the use of songs
Not at all Very little Much Very much
According to the chart, 84% of students reported improvements in their pronunciation after a term of learning with songs, with 62% indicating significant progress Many students noted enhanced sound discrimination and better word stress reading However, 16% of students felt they made no progress, citing a lack of motivation or difficulty keeping up with their peers as contributing factors.
3.1.1.3.3 Activities students do during the pronunciation lesson
Chart3: Activities students do during the pronunciation lesson
Relax and listen for fun Pay attention to the pronunciation of the key words Listen attentively and remmember the content Take note all the words
Listen and pay attention to the test requirement
According to Chart 3, only 7% of students listened to songs for enjoyment, primarily because they struggled to understand the lyrics Many were more focused on the rhythm than the words Fortunately, 55% of students employed effective pronunciation learning methods, with 22% concentrating on key word pronunciation and 33% actively engaging with the songs as per task requirements The simplicity and brevity of the lyrics encouraged some proficient students to sing along, expressing enthusiasm for learning: “It is wonderful to hear the native singer I will try my best to improve my pronunciation.”
In a study of class 10 A2 students, it was found that 38% lacked effective study methods Specifically, 18% attempted to memorize the song lyrics, while 20% focused on writing down every word they heard This approach led to them missing parts of the songs, as they struggled to keep up while listening to the tape.
3.1.1.3.4 Students’ favourite tasks while learning pronunciation lesson with the use of songs
Table 1: Students’ favorite tasks while listening to songs
Not at all Not much Much Very much
Matching the words with their pronunciation 13% 29% 36% 22%
The data reveals that matching words with their pronunciation is the most engaging task for students, with 58% expressing interest due to its simplicity and low attention requirement This activity also aids students in distinguishing challenging sounds Similarly, multiple-choice tasks attract 53% of students, who find that using handouts while listening to songs facilitates easier answer selection These exercises also assist in identifying homophones and homographs Conversely, mistake correction is perceived as the most difficult task, with 63% of students disliking it, as it demands focus and strong pronunciation skills Many students struggled with this task, often rushing through it Additionally, gap-filling exercises are also challenging, with 56% of students expressing dislike, primarily because they struggle to recognize previously learned words.
3.1.1.3.5 The effectiveness of using songs in teaching pronunciation
In a recent pronunciation teaching term, the researcher observed a notable increase in student engagement, with many learners showing heightened interest in mastering pronunciation Rather than passively listening and repeating instructions, students actively participated in lessons, demonstrating a commitment to their learning The results are illustrated in the table below.
Table 2: The effectiveness of using songs in teaching pronunciation
Learning pronunciation with the use of songs…
Strongly agree Agree Disagree Strongly disagree
1 helps students to achieve the native-like pronunciation 6.7% 24.4% 33.3% 35.6%
2 makes students more confident in the pronunciation lessons 21.1% 36.7% 22.2% 20%
3 helps students pay greater attention to word stress 24.4% 33.3% 17.8% 24.4%
4 makes the pronunciation lessons easier and interesting 37.8% 33.3% 15.6% 13.3%
5 helps students to improve their pronunciation 51.1% 36.7% 8.8% 3.3%
6 helps students to discriminate English sounds better 21.1% 33.3% 17.8% 26.7%
The effectiveness of using traditional English songs in pronunciation lessons is evident, with 71.1% of students expressing a strong preference for this teaching method The incorporation of music not only makes the lessons more enjoyable but also creates a relaxed learning environment, which motivates students to engage eagerly in each session.
“Teacher! I really look forward to the English lesson because it has so much fun.”(Hoang
The Van Hai-class 10 A2 study revealed a significant increase in student motivation following the course, as they no longer felt reluctant to engage in pronunciation lessons A majority of students (87.8%) acknowledged that learning through songs enhanced their pronunciation skills, with nearly 90% reporting improved practice Additionally, 57.8% of students expressed greater confidence in performing pronunciation tasks after this teaching method was implemented, although 42.2% still experienced anxiety during lessons, indicating that further progress is needed Notably, 31.1% of students felt that song-based learning helped them achieve native-like pronunciation The results also showed that over half of the students (57.7%) improved their ability to pay attention to word stress, which is crucial for effective English speaking and listening Furthermore, nearly 55% of students reported they could now distinguish between English sounds that do not exist in Vietnamese, a significant improvement from their previous struggles with sounds like /e/ and the distinction between "she" and "see."
3.1.1.3.6 Some disadvantages of using songs in teaching pronunciation
Question 6 of the survey is crucial as it uncovers the drawbacks of using traditional English songs for teaching pronunciation This open-ended question allowed students to express their thoughts on the negative impacts of songs The responses varied significantly, but the researcher identified three primary factors that hinder students' pronunciation improvement.
Many students find that the melody of songs distracts them from focusing on the lyrics In fact, over thirty percent of students admitted that the captivating music and visuals led them to become immersed in the songs, making it difficult for them to concentrate on the words and the singer's performance As a result, these students often struggle to complete their tasks effectively.
The frequent occurrence of sound assimilation, linking, and abbreviation poses significant challenges for students, particularly affecting 42% of them, especially those with poor pronunciation skills Many students expressed difficulty in recognizing words, with one remarking, “It seems to me that most of them are new words and I cannot recognize them although the words are already learned” (Dang Hong Khanh – Class 10A2) Even proficient students reported struggling with common abbreviations, such as "gonna" for "going to" and "wanna" for "want to."
Students often prefer pop music or hip-hop over traditional songs, citing that traditional music is too short and simplistic Many feel that the songs used in research are outdated for their age group, expressing a desire to hear music from famous pop stars or enjoy hip-hop melodies accompanied by captivating dancers.
“I like Britney Spear She is so beautiful and she dances beautifully” (Nguyen Thi Mai Huong – Class 10A2)
While songs can significantly enhance high school students' pronunciation skills, it is essential to acknowledge the potential drawbacks to ensure their effective use in learning.
The overall aim of questionnaire for teachers is to find out how the teachers at Duy Tien C high school use English songs to teach pronunciation
The participants of this survey questionnaire is 6 teachers of English at Duy Tien C high school
3.1.2.3.1 Teachers‟ frequency of using songs to teach pronunciation for students
Table 3: Teachers’ frequency of using songs to teach pronunciation for students
Question No of response Percentage
1.How often do you use English songs to teach pronunciation for students? a Never b Rarely c Sometimes d Often e Always
In a recent survey, it was found that 66.7% of teachers reported never using songs to teach pronunciation, while 16.7% occasionally incorporated songs into their lessons Only one teacher, accounting for 16.7%, rarely utilized songs in their teaching The majority of teachers, five in total, typically relied on textbooks as the primary method for teaching pronunciation to their students.
3.1.2.3.2 Kinds of songs teachers used to teach pronunciation
Table 4: Kinds of songs teachers used to teach pronunciation
Question No of response Percentage
2.What kind of songs do you choose to teach pronunciation for your students? a Traditional songs b Pop songs c Jazz d Rock n‟ roll e Other kind(s)
Tests
The aim of the two tests (pre-test and post-test) was to make it clear whether the using of English traditional songs helps students to improve their pronunciation
90 students of class 10 A2 and 10 A3 involved in these two tests Class 10 A2 was taught with the use of English songs and class 10A3 was taught without songs
The pre-test and post-test, each lasting fifteen minutes, were administered to students at the beginning and end of the term to assess their progress These tests were carefully designed to meet criteria for validity and reliability Following the collection and grading of the tests, the researcher analyzed the scores based on established criteria.
Frequency distribution: to find out the range of mark each class reach before and after the research
The measures of central tendency: to clarify the progress tendency in each class
The standard deviation: to help the author explore the degree to which the group of test scores deviated from the mean
Basing on those results, the author will find out the effectiveness of using songs in teaching pronunciation for high school students
3.2.4.1 Pre-test (At the beginning of the term)
Table 6: Frequency distribution (pre-test)
The mode: 4 and 5 The mode: 5
The data presented indicates that the marks for students in classes 10A2 and 10A3 range from two to nine, with marks four, five, and six being the most prevalent Notably, class 10A3 demonstrates higher overall performance, as 35.5% of its students achieved a mark of five, while 62.2% of students in class 10A2 scored either four or five Both classes exhibit a low level of proficiency, with very few students attaining marks of seven, eight, or nine, and none reaching the highest mark.
Table 7: Mean and Std Deviation (pre-test)
The data reveals that the average score of class 10 A2 (5.22) surpasses that of class 10 A3 (4.73), suggesting that students in class 10 A2 perform slightly better Additionally, the median scores for both classes are six and five, respectively, aligning closely with the mean values Furthermore, the standard deviations of 1.39 for class 10 A2 and 1.37 for class 10 A3 indicate a minimal variation in scores, reflecting a narrow range of abilities among students in both classes.
Chart 5: Raw marks in pronunciation test ( Pre-test)
3.2.4.2 At the end of the term (Post-test)
Table 8: Frequency distribution (post-test)
The data reveals that over half of the students in both classes achieved marks of five and six, with 57.7% in class 10A2 and 53.3% in class 10A3, indicating significant improvement in pronunciation skills Notably, class 10A2 showed an increase from 46.6% in the pre-test, highlighting their progress While class 10A2 has fewer below-average marks compared to class 10A3, it surpasses class 10A3 in above-average scores Both classes have a mode of five, reinforcing the notion of student advancement However, the absence of perfect scores (mark 10) suggests the tests' difficulty, and the presence of a mark one in class 10A2 points to a decline in performance for some students.
Total 45 100% good students in class 10 A2 seem to get better results than the pre-test but some poor students seem to get worse This point raises a big question for the researcher and needs to be taken into consideration
Table 9: Mean and Std Deviation (post-test)
A comparison of pre-test means reveals that both Class 10A3 and Class 10A2 experienced improvements, with Class 10A2 showing a more significant increase from 5.22 to 5.52, compared to Class 10A3's rise from 4.73 to 5.08 This suggests that the use of English traditional songs positively impacted the pronunciation skills of Class 10A2 Additionally, the standard deviations of 1.39 at the term's start and 1.61 after using songs in Class 10A2 indicate a broader range of abilities among students in Class 10A3.
Chart 6: Raw marks in pronunciation test (Post-test)
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
implication
The effectiveness of using songs to teach pronunciation for high school students
A survey and pre-test/post-test results indicated that using songs in pronunciation teaching significantly improved students' pronunciation and increased their motivation and engagement with the subject Most students expressed a preference for incorporating English songs in future lessons, with those taught using songs achieving better results overall However, some students favored pop songs over traditional ones, suggesting that more complex songs could enhance their learning experience Conversely, a few struggling students reported poorer outcomes, attributing this to being distracted by catchy tunes or simply enjoying the music without focusing on the tasks, which hindered their progress compared to their peers.
How to use songs to teach pronunciation for students
Traditional English songs often feature meaningful content and are appropriately timed for classroom use To enhance learning, teachers should select songs that present a challenge for advanced students, as the difficulty level can influence pronunciation practice Additionally, incorporating diverse tasks and activities can significantly increase student engagement and excitement in the classroom Here are some suggestions for designing effective tasks.
Difficult to hear the text Matching words with their pronunciation
Easy and short text Mistake correction
Difficult or long text Multiple choices
In this engaging classroom activity, the teacher provides students with handouts containing song lyrics that include intentional mistakes Students listen to the songs and identify the incorrect words, which often consist of minimal pairs or similar-sounding terms The teacher typically plays the audio twice before offering feedback This exercise effectively helps students practice and enhance their understanding of homophones and homonyms in English.
In this activity, students receive handouts featuring several blanks to fill in For each blank, there are three audio choices corresponding to words from a song Each option is pronounced with subtle differences, requiring students to listen carefully to select the correct word.
Matching the words with their pronunciation: The words here are taken from the songs
Teachers tailor tasks based on the difficulty of the songs, providing handouts for challenging pieces to help students better understand the lyrics.
Students received handouts containing blanks that they need to fill in while listening to songs Their task is to listen carefully and complete the sentences with the appropriate word or phrase.
4.2.2 Suggestions for choosing the topic of the songs
Integrating suitable songs into lessons can make learning more engaging and relatable for students, especially during festive occasions like Christmas and New Year For instance, using songs such as "Jingle Bells" and "Happy New Year" can effectively motivate students, helping them see the real-life applications of their lessons This connection fosters excitement and enthusiasm for learning, as students recognize the relevance of their education in everyday life.
4.2.3 How to select the songs
Songs are a valuable tool for teaching English, particularly in improving pronunciation, due to their engaging features that facilitate language learning However, not every song is appropriate for classroom use, making it essential for teachers to carefully select and design songs that will yield the best outcomes The effectiveness of this selection process largely relies on the teachers' skills and experience Additionally, educators should adhere to specific guidelines to enhance the teaching experience (Lynch, 1993).
Songs should have an appropriate theme There have been many negative contents, slang and violence in all kinds of songs Such types of songs should be avoided
Songs must have clear and understandable lyrics It is unacceptable to teach with the songs that nobody can hear and understand
Selecting appropriate songs for classroom use can be a time-consuming task for many teachers, who often feel limited by the available options However, a wealth of resources exists, including books, newspapers, magazines, radio, CDs, tapes, and particularly the internet, which serves as an excellent source for a diverse range of songs to enhance lessons.
Teachers can easily download engaging videos, extract lyrics, and create tailored tasks, all while accessing valuable suggestions for incorporating songs from various websites Utilizing this resource allows educators to save both time and money effectively.
A sample lesson plan
2 Aims: To help students master the sounds: /ai/,/ ei/, /ou/
4 Aids: cassette players, CD., pictures
Activity 1: Teacher gives out some words and ask students to arrange them to make a meaningful sentence
Hats are three there together on the madam wall
Key: There are three hats together on the wall, madam
Activity 1: Teacher shows a picture about christmas and aks students to tell what do they see in the picture
Possible answers: Santa Clause, snow, red hat, white snow and so on
Activity 2: Teacher asks students to work in groups of three, listen to the song and fill in the blanks with only one word
Where the treetops glisten, and children listen
To hear sleigh bells in the……… (1)
I'm dreaming of a white Christmas With every Christmas card I write May your days be merry and……(2) And may all your Christmases be……(3) I'm dreaming of a white Christmas
With every Christmas card I write May your days be merry and….(2) And may all your Christmases be ……… (3) Your answer:
Activity 3: Teacher plays the tape the second time, pause at the answers Activity 4: Teacher asks students to report the answers, then gives feedbacks
1: snow 2: bright 3: white 5.3.Post- teaching
Teacher asks students to sing the song correctly
Teacher asks students to make sentences with words they have just filled in the task.
Summary
In Chapter 4, the researcher recommends various tasks tailored to different texts, emphasizing the importance of connecting lessons to real life through appropriate songs for various occasions and festivals Additionally, the internet serves as a valuable resource for sourcing songs, allowing teachers to download engaging videos, extract lyrics, and create relevant tasks that enhance learning experiences.
Summary of the results
This study explores the impact of songs on improving students' pronunciation and effective methods for their use in the classroom Over a thirteen-week period, songs were specifically designed for teaching pronunciation to students in class 10 A2 To evaluate the effectiveness of this approach, pre-tests and post-tests were administered to both classes (10A2 and 10A3), alongside a survey questionnaire to gather student opinions on the use of English songs in lessons Additionally, feedback was collected from six English teachers to identify the most effective strategies for incorporating songs into pronunciation instruction.
Research indicates that incorporating songs into language lessons significantly enhances students' pronunciation skills This method not only entertains and relaxes learners, alleviating their negative attitudes toward pronunciation, but also leads to measurable improvements in test results among students Additionally, songs foster a student-centered learning environment, allowing learners to express and enjoy themselves Consequently, integrating songs into language teaching is essential for promoting second language acquisition, as it effectively combines structural, pragmatic, prosodic, and communicative elements of language.
Limitations of the study
While the study successfully highlights the benefits of using traditional English songs to teach pronunciation, it also reveals several shortcomings One major issue is that students may become overly enamored with the melodies, hindering their ability to engage with the tasks at hand This can particularly affect struggling students, who may fall behind and rely on the songs for relaxation instead of active participation As a result, some students may even experience a decline in their performance by the end of the term, posing a significant challenge for teachers aiming to effectively utilize songs as a valuable educational resource.
One significant drawback of using songs for teaching pronunciation is the time-consuming process of selecting appropriate songs and designing related tasks for students Many educators lack a diverse collection of songs to choose from, making it challenging to find content that aligns with their educational objectives Consequently, the selection of suitable songs becomes a major concern for teachers.
In addition, the frequent occurrence of assimilation, linking of sounds and abbreviation that may cause a doubt about standard pronunciation among students
The mixed proficiency levels in the classroom present challenges for teachers in task design and song selection, as they must find materials that are engaging and suitably challenging for advanced students while remaining accessible for those with lower skill levels.
Teaching English pronunciation can often be a lively experience, as playing English songs tends to excite students, resulting in a noisy classroom environment This enthusiasm, while beneficial for engagement, may inadvertently disrupt neighboring classrooms.
Suggestions for further study
The study indicates that the hypothesis regarding the improvement of students' pronunciation through the use of songs holds true primarily for students with a high level of English proficiency This suggests that students with lower English skills may require extended training sessions to achieve similar results Additionally, it is recommended that more appropriate songs and tasks be developed to cater to the varying proficiency levels of different students.
The post-test results indicate some improvement, suggesting that a top-down approach to pronunciation learning may be beneficial To enhance outcomes further, additional research should focus on tailored training sessions that align with the specific needs of each proficiency level.
This study identifies areas for improvement, particularly in the selection of English songs Many students show a preference for age-appropriate genres like pop and hip-hop To enhance student motivation and engagement in learning, it is recommended that song selection be more thoughtfully curated to align with their interests.
Conclusion
This research focuses on enhancing high school students' pronunciation through the use of traditional English songs The findings from student surveys and two tests demonstrate a notable improvement in pronunciation skills Additionally, teacher surveys provided insights into various tasks and resources for effectively utilizing songs in pronunciation instruction.
The findings of this study are valuable for educators in the field of English teaching, providing essential insights into pedagogical implications that necessitate increased effort from teachers It is anticipated that this research will greatly assist English teachers in identifying key areas of pronunciation to emphasize when instructing Vietnamese students.
The author's study on teaching pronunciation to high school students has limitations due to time constraints, personal experience, and the study's scope To enhance future research, suggestions for improving pronunciation instruction are proposed Constructive feedback from English teachers and other stakeholders is highly valued and appreciated.
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