(Skkn 2023) improving the effectiveness of teaching stress to students in grade 12 at nhu xuan secondary high school

THANH HOA EDUCATION AND TRAINING DEPARTMENT NHU XUAN SECONDARY & HIGH SCHOOL EXPERIENCE INITIATIVE IMPROVING THE EFFECTIVENESS OF TEACHING STRESS TO STUDENTS IN GRADE 12 AT NHU XUAN SECONDARY & HIGH SCHOOL Performed by: Vu Thi Oanh Position: Teacher Experience idea in the field: English THANH HOA - 2023 TABLE OF CONTENTS CONTENTS PART I: ASKING THE PROBLEM I REASON FOR CHOOSE THEME Theoretical basis Practical basis Actual situation of quality of English teaching and learning at school II THE PURPOSE OF THE THEME III OBJECT AND SCOPE OF THE STUDY IV IMPLEMENTATION PLAN PART II TOPIC CONTENT I THEORITICAL CONTENT What is stress? Why we need to know stress? So how should we learn stress? II STATUS OF PROBLEM The first survey on accent marks (with accompanying results) III MEASURES TO IMPLEMENTED Teach how to mark stress Do practice exercises IV CONTROL RESULTS WITH COMPARISON 1.The second survey V DEVELOPING STUDENTS' INTERNAL POWER IN LEARNING VI CONCLUSIONS AND RECOMMENDATIONS Results of thematic implementation Proposals and recommendations PART III REFERENCES Page 1 1-2 3 4 5 6,7,8 8,9 11 11 12 13 14 15 PART I: ASKING THE PROBLEM I REASON FOR CHOOSING THE THEME Theoretical basis As we all know English is the number one language in the world Millions of people from different cultures have been working hard to learn English every day In Vietnam, English has occupied an extremely important position since the country started the policy of opening up and integrating into the region and the world It is the key to help us access the elites, advances in culture, science, technology and many other areas of humanity This global need to learn English shows that English is extremely important and in learning content, stress is a very important part and a key for us to understand the sound of words Native speakers use English accents so naturally that they don't even know they're using them English learners, including Vietnamese, if they don't pronounce the stress correctly, when communicating in English with native speakers often encounter some of the following problems Firstly, it is difficult to understand what people are saying, especially foreigners, they speak very quickly, and on the contrary, it is very difficult for them to understand what they want, moreover we as Vietnamese use foreign languages Second, if the pronunciation is not correct, it leads to the listener not being able to recognize the word we are referring to, even making the listener feel belittled, amused and the conversation can be hindered Nowadays, English is being taught in a communicative and learnercentered way To be able to communicate in English, students must be able to use good listening and speaking skills So what teachers and students must to achieve this goal, especially for ethnic minority students in mountainous areas Thai as NHU XUAN SECONDARY & HIGH SCHOOL? This bothered me and decided to find a way to guide my students on how to best study and choose the right answer when faced with this question Practical basis From the practice of teaching English for the past 15 years, I realized that the knowledge of English stress has not been focused, not deeply in the high school curriculum, on the 50-question exam, only sentences are the stress of Words, although the number of questions is small, is extremely important to students When teaching in phonics, teachers need to emphasize the stress on the syllables that are read aloud, more clearly when pronouncing In particular, a 1-syllable word will not have stress, you cannot read it up and compare it with other syllables In English, stress is indicated by a comma in front of the stressed syllable (') Example: The word beauty has the transliteration /ˈbjuːti/ For students in mountainous areas, this is especially difficult for them, they not have the same learning conditions as those in the lowlands or cities and learning from teachers and students, they are only mentioned in the Language focus section, students can only listen to the teacher read it a few times and then read it again, but in the high school exam these sentences are very important for our students, it belongs to the sentence of knowing and understanding Meanwhile, the current local English learning environment has not been able to meet the needs of communication practice Most of the students' families not have the right investment, have not given the right attention, and are also despised and also because the need for benefits is not practical at the time the students are studying On the other hand, students' limitations are that they don't know how to learn, how to record knowledge in the brain, but only memorize, rote, learn mechanically, memorize but cannot remember the knowledge of word stress After a lot of tests and test questions for students, I noticed that students still choose a lot wrong, especially the stress of 3, syllable words, which reduces the student's score in the test Actual situation of quality of English teaching and learning at school Advantages Although English is not a basic science like Math - Physics - Chemistry, it is very important for a country that wants to develop and integrate Therefore, teachers must instill in students passion and interest in this subject Once they understand the problem, they will be passionate and every time they go to class, they will actively and actively learn With the attention and support of the school's Board of Directors, along with previous colleagues, they have created all conditions for better English teaching and learning Difficulties 100% of students are children of ethnic minorities, their education level is still low, and the conditions for attending school are still difficult As a new school established for years, the facilities and equipment for teaching and learning have not yet met the requirements The team of teachers is still lacking, moreover, the teachers are working away from home, so there is no additional training for the children Although I know that learning English in general is difficult, it is even more difficult to teach children to remember the rules of pronunciation Therefore, they quickly forget and easily confuse one word with another, leading to many students getting bored and forgetting II THE PURPOSE OF THE THEME From the above theoretical and practical bases, I boldly carried out a topic called “improving the effectiveness of teaching stress to students in grade 12 at Nhu Xuan secondary & high school” The purpose of the topic is: - Help students realize the importance of using correct word stress for nouns, adjectives, verbs , thereby improving their knowledge when choosing their answers - Help students solve the question about knowledge in the sound of words and improve their communication III OBJECT AND SCOPE OF THE STUDY This topic is done with 5th graders in 12th grade that I directly teach in the school year 2022-2023 IV IMPLEMENTATION PLAN The time for students to work from the beginning to the end is weeks Teach the rules of marking the stress of words 2, 3, 4, then give them practice exercises in class PART II TOPIC CONTENT I THEORETICAL CONTENT What is stress? Stress is considered as the melody of English Like word stress, sentence stress can make it a lot easier to understand what other people are saying, especially fast speakers Word stress is the force of pronunciation that is stressed on a certain syllable in a word When we read this syllable, the pronunciation force will be stronger than when pronouncing other syllables English is a multi-syllabic language Most words have or more syllables Among the syllables that make up those words, there is always one syllable that is pronounced differently from the rest The difference is shown in: length, magnitude and height Syllables are pronounced louder When pronouncing, it is necessary to use a higher voice and last longer than other sounds in the same word That syllable is the stress Or say otherwise, the stress falls on that syllable Word stress is indicated by a sign (‘) in front of the syllable For example: • The stress of happy falls on the first syllable happy /ˈhỉpi/ • Stress falls on the 2nd syllable: arrange /əˈreɪndʒ/ • engineer /ˌendʒɪˈnɪr/ has two stresses: the main stress falls on the third syllable /nir/ and the minor stress falls on the first syllable /en/ Why we need to know stress? - Word stress plays an important role in distinguishing one word from another when we hear and speak English Misplaced stress can lead to misunderstanding because a word that is written the same but has different stress has different meanings Stress is a sign that distinguishes one word from another When communicating with native speakers, if we not know how to stress, it will easily cause misunderstandings or they will not be able to understand anything - Native speakers when speaking they stress the accent very naturally If we not sound familiar, this is a difficulty, a barrier for ourselves in communication Illustrative example: the word “desert” “desert” has two ways of stressing: - Stress is on the first syllable: /ˈdezərt/ Desert is now a noun, meaning desert - The stress falls on the second syllable: /dɪˈzɜrt/ Desert is now a verb, which means abandonment, desertion So how should we learn stress ? Learners need to know the stress that creates the intonation of the sentence, so it will help you speak more naturally and fluently Mastering the rules of accents will make it easier for you to understand native speakers If you don't read the correct accent, it will make your listeners misunderstand you, make it difficult to communicate, and make the dialogue boring and unattractive To understand the stress of a word, we must first understand what a syllable is Every word is made up of syllables A syllable is a unit of pronunciation, consisting of a vowel sound (/ʌ/, /æ/, /a:/, /ɔɪ/, /ʊə/ ) and consonants (p, k, t) , m, n….) surrounded by or without consonants Words can have one, two, three or more than three syllables Like knowledge about other subjects, stress also has its own rules With fixed rules, learners can memorize and practice many exercises and gradually get used to them However, there are exceptions, students need to pay attention to teachers, listen to tapes a lot, buy additional reading materials or look up dictionaries And the way to bring the best results is regular practice that will help new learners to conquer their maximum points It is very important for them to identify the correct number of syllables while pronouncing and stressing words Besides, it helps you to emphasize and convey important information to the audience effectively II STATUS OF PROBLEM In English, there are many words that are the same but have different meanings Therefore, stress will help you distinguish those words and avoid confusion when communicating Through studying the opinions of teachers at the same school and students, as well as the fact when teaching in class, I found that students are still very weak in word stress And before implementing the topic, I surveyed out of classes I actually taught at the school and the results were as follows The first survey on accent marks (with accompanying results) I have prepared answer sheets for you, each student will receive sheet and a sheet of questions about the stress of 2, 3, syllables and let them it within minutes This form contains the following questions Choose the word whose stress pattern is different from that of the rest a generous b suspicious c constancy d sympathy a acquaintance b unselfish c attraction d humorous a loyalty b success c incapable d sincere a carefully b correctly c seriously d personally a excited b interested c confident d memorable The obtained results are accompanied by the following percentages Class Number Correct Correct (1) (2) Correct Correct (3) (4) Correct Wrong (5) (5) 7(17,5 %) 12A 40 10(25%) 8(20%) 6(15%) 6(15%) 3(7.5%) 12B 44 15(34,0 9% 8(18,1%) 5(11,4 %) 7(15,9 %) 5(11,4%) 4(9,1 19(51,4 %) 6(16,2%) 4(10,8 %) 5(13,5 %) 2(5,4%) 12E 37 %) 1(2,7 %) Key:1b, 2d, 3a, 4b, 5a From the results obtained above, it can be said that students at our school still very weakly in the stress part, the above results also show that many children are circling results with luck, not necessarily knowing how to circle right sentence III MEASURES TO IMPLEMENTED Teach how to mark stress * The stress falls on the first syllable Two-syllable nouns and adjectives in English, verbs containing a short vowel sound on the second syllable and ending in a consonant, the stress falls on the first syllable For example:  center /ˈsentər/ object /ˈɑːbdʒɪkt/  clever /ˈklevər/ sporty /ˈspɔːrti/ enter/ ˈentər/ travel/ ˈtrævl/ open /ˈoʊpən/ … - Verbs ending in "ow" have stress on the first syllable For example:   borrow / ˈbɔːroʊ/, follow /ˈfɑːloʊ/… ** Stress falls on the second syllable - Two-syllable verbs and prepositions have the stress on the second syllable For example: Verbs: relax /rɪˈlæks/, receive /rɪˈsiːv/… - Prepositions: among /əˈmʌŋ/, aside /əˈsaɪd/ , between /bɪˈtwiːn/… Nouns or adjectives containing: • Long vowel diphthong on the second syllable • Or ending in more than one consonant => The stress will fall on that syllable For example: belief /bɪˈliːf/   correct /kəˈrekt/ police /pəˈliːs/ … - Two-syllable words where the first syllable is a prefix, the stress falls on the second syllable For example:  unwise /ˌʌnˈwaɪz/, dislike /dɪsˈlaɪk/,… ***Three syllables and more than three syllables *The stress falls on the first syllable For three-syllable nouns: The second syllable contains the sound /ə/ or /i/, the stress will fall on the first syllable For: controversy /ˈkɑːntrəvɜːrsi/   holiday /ˈhɑːlədeɪ / resident /ˈrezɪdənt/… **The stress falls on the second syllable If the last syllable contains /ə/ or /i/, and the first syllable contains /i/ or /ə/, the stress will fall on the second syllable For example:  consider /kənˈsɪdər/  inhabit /ɪnˈhæbɪt/ examine /ɪɡˈzæmɪn/ familiar /fəˈmɪliər/ considerate /kənˈsɪdərət/… If the first-syllable nouns contain short sounds (/ə/ or /i/) Or the second syllable contains a long vowel / diphthong, the stress falls on the second syllable For example: potato /pəˈteɪtoʊ/ banana /bəˈnænə/… ****Words containing the suffix - Words ending in –ic, -tion, -sion , -ious, -ian, -ial have the stress on the second syllable from the end For example: economic /ˌiːkəˈnɑːmɪk/ geologic /ˌdʒiːəˈlɑːdʒɪk/… - Words that end in -cy, -ty, -phy , -gy, -ible, -ant, -ical, -ive, -ual, -ance/ ence, -ify, -al/ ar, –-uous, - ual, the stress falls on the third syllable from the end For example: photography /fəˈtɑːɡrəfi / practical /ˈpræktɪkl /… - Words that end in: -ain, -eer, -ese, esque The stress falls on the suffixes themselves For example: mountaineer /ˌmaʊntnˈɪr/ picturesque /pɪktʃəˈresk/… The affixes not affect the sentence stress: –able, -age, -al, -en, -ful, –ing, -ish, -less, -ment, -ous For example: amazing /əˈmeɪzɪŋ / continuous /kənˈtɪnjuəs /… *****Compound word The stress falls on the first syllable with compound nouns Example: doorman /ˈdɔːrmən/, greenhouse /ˈɡriːnhaʊs/… The stress falls on the second syllable in compound adjectives and compound verbs For example: self-confident, hard-working, easy-going, understand /ʌndərˈstænd /, overflow /ˌoʊvərˈfloʊ/… PRACTICE EXERCISE Choose the word that has main stress placed differently from the others: a generous            b suspicious            c constancy              d sympathy a acquaintance      b unselfish              c attraction              d humorous a loyalty               b success                c incapable              d sincere a carefully             b correctly              c seriously               d personally a excited               b interested             c confident              d memorable a organise             b decorate                 c divorce                  d promise a refreshment       b horrible                  c exciting                 d intention a knowledge         b maximum              c athletics                 d marathon a difficult             b relevant                c volunteer               d interesting 10 a confidence      b supportive            c solution                  d obedient 11 a whenever        b mischievous          c hospital                  d separate 12 a introduce         b delegate                c marvelous              d currency 13 a develop           b conduction           c partnership           d majority 14 a counterpart     b measurement        c romantic               d attractive 15 a government     b technical               c parallel                  d understand 16 a Pyramid           b Egyptian               c belongs                  d century 17 a construction   b suggestion             c accurate                d hi-jacket 18 a dedicate           b impressive            c reminder                d descendant 19 a remember        b company               c technical               d interview 20 a electric            b computer               c fascinate                d fantastic 21 a domestic          b investment            c substantial            d undergo 22 a confident         b influence               c computer               d remember 23 a optimist           b powerful                c terrorist                  d contrary 24 a government     b destruction            c contribute              d depression 25 a institute           b consumption         c specific                 d encounter 26 a tableland         b apparent                c atmosphere           d applicant 27 a vulnerable       b satellite                  c eleven                    d element 28 a arrival              b technical                c proposal                d approval 29 a empire             b employer               c conductor             d transistor 30 a celebrate         b fascinating            c survive                   d elephant KEY: 1b,       2d,       3a,      4b,       5a,    6c,     7b,       8c,     9c,    10a, 11a,     12a,     13c,     14c,     15d,    16c,     17d,    18a,     19a,    20c 21d,    22c,    23d,    24a,     25b,   26b,    27c,     28b,    29a,     30c IV CONTROL RESULTS WITH COMPARISON The second survey After teaching in detail about stress and doing practice exercises for periods, I again conducted a second survey with classes surveyed in the first time by taking the same questions from the high school graduation exam last year 2019-2020 with different codes for you to try Choose the word that has main stress placed differently from the others: a memory           b typical                    c reward                    d marketing a stimulate         b generate                c secure                    d estimate a politic              b historic                  c electric                  d specific a reference         b accident                c coincide                d formulate a deposit            b dramatist              c register                   d community KEY:  1c, 2c,     3a,     4c,     5a The obtained results are accompanied by the following percentages: Class Number Correct Correct (1) (2) Correct (3) Correct (4) Correct Wrong (5) (5) 12A 40 4(10%) 4(10%) 10(25%) 12(30%) 10(25 %) 0(%) 12B 44 6(13,6 %) 6(13,6 %) 15(34,1 %) 8(18,2 9(20,5 %) 0(%) 3(8,1 9(24,3 %) 12(32,4 %) 6(16,2 7(18,9 %) 0(%) 12E 37 %) %) %) The results of the second survey show that the students' progress has increased quite a lot after weeks of studying and practicing doing exercises, it is the efforts of teachers and students through each lecture that bring them the best results The results were higher than the first time The percentage of students who did it satisfactorily increased, the percentage of questions that were completely wrong was no longer there In order to help them remember and deepen their knowledge when looking for accents in sounds, I draw some general points as follows: Words with the same spelling but different stress In English there are words that are spelled the same but are of different types The word answer, for example, is both a noun and a verb For such words, no matter what type of word, the stress is the same Some examples of unchanging stress The noun answer (answer) is stressed (with stress on syllable 1) The verb answer (to answer) is also stressed The adjective secure (security) is stressed (with stress on syllable 2) The verb secure is also stressed 10 Noun classic (classic work) stressed The adjective classic (classic) also stress However, there are also some cases where the accent is changed Noun record (sound recording) stressed sound The verb record (record) is stressed The adjective compact (compact) is stressed Verb compact (to compress) stressed sound The noun content (content) is stressed The adjective content (satisfied) is stressed For the cases where the stress changes as above, we can draw some rules as follows: Pair "noun - verb": noun stressed 1, verb stressed Pair "adjective - verb": adjective stressed 1, verb stressed Pair of "noun - adjective": noun with stress 1, adjective with stress Noun (stressed sound 1) Verb (stressed sound 2) address /ˈædres/ address /əˈdres/ address, call attribute /ˈætrɪbjuːt/ attribute, attribute attribute /əˈtrɪbjuːt/attribute conduct /ˈkɑːndʌkt/ conduct /kənˈdʌkt/ conduct conflict /ˈkɑːnflɪkt/ inconsistency, conflict conflict /kənˈflɪkt/ conflict contest /ˈkɑːntest/ contest contest /kənˈtest/ rebuttal contract /ˈkɑːntrækt/ contract contract /kənˈtrækt/ sick, infected contrast /ˈkɑːntræst/ contrast contrast /kənˈtræst/ contrast converse /ˈkɑːnvɜːrs/ the opposite converse /kənˈvɜːrs/ chat decrease /ˈdiːkriːs/ decrease decrease /dɪˈkriːs/ decrease detail /ˈdiːteɪl/ in detail /dɪˈteɪl/ in detail discount /ˈdɪskaʊnt/ discount discount /dɪsˈkaʊnt/ disregard (opinion) export /ˈekspɔːrt/ export export /ɪkˈspɔːrt/ export extract /ˈekstrækt/ extract extract /ɪkˈstrækt/ spit out, draw out, extract import /ˈɪmpɔːrt/ import import /ɪmˈpɔːrt/ import increase /ˈɪŋkriːs/ increase increase /ɪnˈkriːs/ increase object /ˈɑːbdʒɪkt/ object, object object /əbˈdʒekt/ object permit /ˈpɜːrmɪt/ permit permit /pərˈmɪt/ permit present /ˈpreznt/ present / present present /prɪˈzent/ present, give produce /ˈprəʊduːs/ agricultural produce /prəˈduːs/ produce progress /ˈprɑːɡres/ progress progress /prəˈɡres/ progress project /ˈprɑːdʒekt/ project project /prəˈdʒekt/ expected, forecast record /ˈrekərd/ sound recording record /rɪˈkɔːrd/ record record /ˈrekərd/ sound recording record /rɪˈkɔːrd/ record 11 subject /ˈsʌbdʒɪkt/ subject, subject subject /səbˈdʒekt/ subject (who) to (what) survey /ˈsɜːrveɪ/ survey survey /sərˈveɪ/ take a survey suspect /ˈsʌspekt/ suspect suspect /səˈspekt/ suspect transfer /ˈtrænsfɜːr/ transfer transfer /trnsˈfɜːr/ transfer update /ˈʌpdeɪt/ update update /ˌʌpˈdeɪt/ update upgrade /ˈʌpɡreɪd/ upgrade upgrade /ˌʌpˈɡreɪd/ upgrade Some common "adjective-verb" pairs Adjectives (stressed sound 1) Verbs (stressed sound 2) abstract /ˈæbstrækt/ abstract abstract /æbˈstrækt/ to separate, to extract compact /ˈkɑːmpækt/ compact compact /kəmˈpækt/ compact frequent /ˈfriːkwənt/ frequently frequent /friˈkwent/ frequent perfect /ˈpɜːrfɪkt/ perfect perfect /pərˈfekt/ perfect present /ˈpreznt/ present present /prɪˈzent/ present Some common "noun - adjective" pairs: Nouns (stressed sound 1) Adjectives (stressed sound 2) complex /ˈkɑːmpleks/ complex /kəmˈpleks/ complex content /ˈkɑːntent/ content content /kənˈtent/ satisfied, satisfied minute /ˈmɪnɪt/ minute minute /maɪˈnuːt/ very small V DEVELOPING STUDENTS' INTERNAL POWER IN LEARNING If in a word with many syllables, there will be stronger and longer pronounced syllables, then in a sentence there will also be words in the sentence that are pronounced stronger, longer, and some words that are pronounced lighter and shorter That is the sentence stress, also known as the rhythm Often when it comes to stress, we tend to think of the stress of a word and forget about the sentence stress However, the fact that the stress of a sentence also plays a very important role because putting the wrong stress can completely change the meaning contained in that speech, and moreover knowing how to put the stress also helps you to speak English well and natural like a native speaker To have a good result, it is necessary to talk about the teaching and learning process No matter how enthusiastic a teacher is in creative research in teaching, he also expects his students to work hard to absorb and acquire knowledge and know how to apply it in practice to solve problems correctly and effectively People often say that good teachers meet good students Therefore, in addition to listening to the teacher, the teacher who teaches about the children's experiences every day needs to review regularly, take full notes and a lot of exercises Because in the exercises from basic to advanced, there are many different genres, many sentences need to be applied to the qualities and ways of analysis 12 and deduction of each student Another very important thing is that when they learn to absorb the teacher's experience, then they must master other basic knowledge By analyzing the situation through some basic generalization points as the teacher presented above, the students will be more confident, know the direction and save time to solve the correct exercises, improve learning efficiency and will definitely get many wins in the upcoming competitions VI CONCLUSIONS AND RECOMMENDATIONS Results of thematic implementation Through the above topic, we can see that: Stress is an important factor in foreign language teaching activities Because pronunciation plays a very important role in communication, therefore, foreign language teachers should be aware of the role of pronunciation teaching in the teaching process In order to help students speak correctly and pronounce a word correctly, teachers need to have teaching tricks to make students easy to remember, compare, recognize and apply well in practice Without knowledge of the phonetics of the language, the speaker will not be able to convey the message to the listener and decipher the message from the interlocutor In teaching practice, I myself have drawn some of the experiences mentioned above The topic is very wide and diverse, so I find out the basic features, situations that often appear to create some technological steps The experience is distilled and drawn in teaching and learning English under the roof of NHU XUAN SECONDARY & HIGH SCHOOL For high-level specialized schools, the requirements require students to be more intense On the contrary, I think that in this school, it is necessary to research the subject because they are students from ethnic areas, suitable for the teaching transmission of teachers, only then will the children progress and be more and more developed The actual results show that after a period of study and practice, the students have changed significantly and I believe that they will succeed in their high school graduation exam Proposals and recommendations - Schools should have classrooms for students to study effectively - The Department of Education and Training should strengthen thematic training sessions on teaching innovation so that teachers can learn better and more effective teaching methods 13 - Every year, the school and the Department of Education and Training should choose good skills and quality scientific topics for specific implementation, both bringing useful value and promoting the experiences that teachers themselves are hard-working authors with are allowed for colleagues to study and introduce to students - In the process of teaching, learning and exchanging experiences between school colleagues and colleagues between schools in the district is very necessary and practical, especially in the characteristics of each subject such as English Therefore, I want the education industry to create conditions for teachers to consult, learn from experiences or apply initiatives to teaching at the unit, contributing to improving the quality of teaching and learning, as well as create conditions for myself to complete the set of experience in teaching English stress better and better Above is my experience initiative, although I have tried, I can not avoid the shortcomings and I am looking forward to be supported the contributions and suggestions from my colleagues to improve my project LEADER’S CONFIRMATIONS ( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ ) Thanh Hoa, May, 20 th 2023 I strongly ensure this is my own work without copying from any other’s Writer Vũ Thị Oanh 14 PART III REFERENCES The Book - Perfecting English Pronunciation and Marking Skills (Khang Viet) Author: Linh Dan Publisher: Dan Tri Publishing House Publisher: Khang Viet Book- Practice English pronunciation and intonation? (Reprinted) Edited by Tran Manh Tuong The book-The langmaster- How to mark accents and pronounce English correctly Author Tran Manh Tuong, Number of pages: 268 The Langmaster Book Series- Perfect English pronunciation training course by Paul Gruber; The book - Hacking your Enghlish speaking - Practice speaking English breakthrough Author Hoang Ngoc Quynh Book series- Combo effortless Enghlish-Learn English like a native with AJ HOGE.author A.J Hoge Book-Accelerated English Self-Taught-American Accent Training.Author Jenny Nguyen, published in December 2018 Book-English- Breaking Transfomation Communication reflexes: 15 16