Dificulties in teaching and learning pronunciation in language focus periods –english 12 and some solutions

HONG DUC UNIVERSITY FOREIGN LANGUAGE DEPARTMENT GRADUATION THESIS DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN LANGUAGE FOCUS PERIODS – ENGLISH 12 AND SOME SOLUTIONS Supervisor : Le Thi Thanh Huong, M.A Student : Hoa Thi Hanh Class : K20B – FLD – HDU Course : 2017 - 2021 Thanh Hoa, May 2021 ACKNOWLEDGEMENTS In the process of completing of this graduation paper, I have received many necessary assistance previous ideas and timely encouragement from my teachers, friends and family First and foremost, I would like to send my deep gratitude to MA Le Thi Thanh Huong, the supervisor of this research paper Her detailed comments and useful advice help me shape my ideas and realize my aims She has also provided me with many useful materials as well as encouraged and created favorable conditions for me to fulfill this research Therefore, it is an undeniable fact that this paper would have not been completed without her invaluable support Secondly, I would like to show my sincere thanks to Dr Nguyen Thi Quyet - the Dean of Faculty of Foreign Language for giving me a chance to the thesis Also, I would like to express my particular thanks to all the lectures of the Faculty whose lectures have enriched my academic knowledge of English during the past four years In addition, I warmly thank all my friends for their encouragement and precious assistance throughout the process of writing the thesis Their material and spiritual support is a great driving-force for me Especially, I wish to thank 100 students at Hoang Hoa IV High School for their enthusiastic and effective cooperation in the process of completing survey questionnaire Finally, I am greatly indebted to my parents, who have encouraged and supported me to fulfill this graduation paper Thanh Hoa, May, 2021 Student Hoa Thi Hanh ABSTRACT Pronunciation is considered as the key to successful communication This is the reason why pronunciation and teaching pronunciation are considered as a very important factor in language teaching Being able to speak English accurately and fluently is a desire for anyone studying English and this seems to be the most challenging task for students of high school However, hardly have pronunciation problems, especially the teachers’ and students' difficulties in teaching and learning pronunciation in the textbook, been much concerned The current study was conducted to investigate the difficulties teachers and students encounter when teaching and learning pronunciation in Language Focus periods – English 12, factors affecting pronunciation learning and solutions to overcome these difficulties The study data was collected by means of three main techniques: questionnaire, interview and observation The results indicated that there are internal and external factors causing the difficulties in teaching and learning pronunciation in English 12 The results of the study were used as the bases for a number of suggestions about the techniques of teaching pronunciation to grade 12 students at Hoang Hoa IV high school ABREVIATIONS Eg T S Example gratia Teachers Students LIST OF CHARTS AND TABLES Chart Chart The role of pronunciation in teaching and learning English Chart The role of each pronunciation component in English 12 Chart The attraction of teaching and learning pronunciation Chart The attraction of each pronunciation component in English 12 Chart The levels of difficulties in teaching and learning pronunciation Chart The levels of difficulties of each pronunciation component in English 12 Chart The causes of the difficulties in teaching and learning pronunciation Chart Causes of the difficulties in teaching and learning pronunciation in English 12 Tables Table Pronunciation components and activities in each unit Table The purpose of teaching and learning pronunciation Table Techniques used in the presentation stage Table Techniques used in the practice stage Table Techniques used in the production stage Table The favorite techniques of teaching and learning pronunciation in each stage TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT ABREVIATIONS LIST OF CHARTS AND TABLES PART 1: INTRODUCTION 1.Rationale of the study 2.Aims of the study research questions 3.Reseach questions 4.Method of the study 5.Scope of the study 6.Significance of the study 7.Design of the study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 .Definition of pronunciation 1.2 The importance of teaching and learning pronunciation 1.3 The teacher’s roles and student’s roles in teaching and learning pronunciation 1.4 The pronunciation components 1.5 Factors affecting pronunciation learning 1.6 Differences between English and Vietnamese 1.7 Techniques of teaching pronunciation 1.8 Summary CHAPTER 2: THE STUDY 2.1 An overview of the situation of teaching and learning English at Hoang Hoa IV high school 2.2 Research questions 2.3 Research methodology 2.4 Data analysis process 2.5 Summary CHAPTER 3: DATA ANALYSIS AND DICUSSIONS 3.1 Data analysis and discussions 3.1.1 The teacher’s and student’s attitudes towards teaching and learning pronunciation 3.1.2 The levels difficulties in teaching and learning pronunciation 3.1.3 The causes of the difficulties in teaching and learning pronunciation 3.1.4 Techniques used in each stage of teaching pronunciation 3.2 Summary CHAPTER 4: SOME SUGGESTED TECHNIQUES FOR TEACHING PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 1 2 3 5 5 10 12 14 15 17 17 20 20 23 23 24 24 24 28 30 34 41 43 12” AT HOANG HOA HIGH SCHOOL 4.1 Amount of exposure 38 43 4.2 Attitudes and motivation 38 43 4.3 The time for each lesson 46 44 4.4 Techniques for practice stage 44 PART 3: CONCLUSION 46 Conclusions of the study 46 Limitations of the study 46 Suggestion for further study 47 REFERENCES 48 APPENDIX 54 50 PART 1: INTRODUCTION Rationale of the study Nowadays, with the rapid pace of integration and globalization, English becomes a golden key to open the door of many fields such as commerce, communication, science and technology throughout the world Therefore, to meet the demand of the society, it is very necessary to teach English in schools of all levels One of the most important goals of learning a foreign language is to communicate while oral communication of human beings bases on sounds If people not pronounce correctly they will have many difficulties in exchanging ideas or sometimes it may lead to the communication breakdown Up to now, at high school level, in language teaching and learning, pronunciation is paid less attention compared with vocabulary, grammar and language skills This is because of number reasons: First, the textbooks (English 10 - 11 - 12) have few exercises for pronunciation practice Second, all important English exams at schools as well as the entrance exam to universities are always in written form so most teachers as well as students have little motivation to teach and to learn pronunciation As a result, students are often shy and unconfident to speak in English So, what are the difficulties in teaching and learning? How to find suitable methods to teach pronunciation? What should teachers to teach pronunciation 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 12 and some solutions” Aims of the study This study mainly focused on the difficulties in teaching and learning pronunciation in Language Focus periods – English 12 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 Hoang Hoa IV high 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 Hoang Hoa IV high school Research questions The research tries to answer the following questions: What are the attitudes of teachers and students towards teaching and learning pronunciation? What are the difficulties and the causes in teaching and learning pronunciation in Language focus periods – English 12? How are pronunciation components taught at Hoang Hoa IV high school? 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 Hoang Hoa IV high school were collected and analyzed To collect data for the research, a survey questionnaire were delivered to teachers and 100 students of grade 12 at Hoang Hoa IV high 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 Scope of the study There are a number of difficulties in teaching and learning English at Hoang Hoa IV high school However, as this study is concerned with teaching and learning pronunciation in Language focus periods – English 12 Significance of the study This study hopes to make contribution to teaching pronunciation at high school and the result of the study is considered to be useful for teachers and students at school So this study will be an interesting reference material for any teachers at high school in Vietnam especially for those who are in favor of improving their students' pronunciation This research will help teachers and students identify their difficulties in teaching and learning pronunciation and selfimprove their pronunciation Design of the study The study starts with the first part as an INTRODUCTION to the rationale, the aims, the significance of the study, the research questions, the method, the scope and the design of the study The next part provides the DEVELOPMENT of the thesis with chapters Chapter presents the theoretical background with definition of pronunciation; the importance of teaching pronunciation; the teacher's and student's roles in teaching pronunciation; the pronunciation components, factors affecting pronunciation learning, and some techniques of teaching pronunciation Chapter 2, chapter constitutes the body of the study Chapter is the study of A: I must've put too much sugar in B: Richard'd like them He'll eat anything Martin Hewings (2004): 92 APPENDIX 21: UNIT 8, (Practice listening contracted form) Students’ handout Bowler, B (2008): 86 APPENDIX 22: UNIT 10, 11 ((Practice reading rhythm) Students’ handout Box 68 Teacher reference A: Where's their office? B: On the seventeenth floor A: Why are you having a party tonight? B: It's my birthday today A: Where does Becky always sit? B: At the back of the class A: How you like your coffee? B: With milk and sugar A: What are you going to eat? B: A plate of pasta A: What did Francis say when you phoned her? B: She didn't answer A: What languages you speak? B: English and Spanish A: Where are you going to hang that picture? B: Over the window A: When did you learn to ski? B: When I was younger A: Where did you get your new coat from? B: I bought it in town A: When are you going back home? B: I'm leaving today A: How are you getting to Paris? B: I'm planning to drive A: Do your broken ribs still hurt you? B: Only when I laugh A: What you think of this photo of Paul? B: Let me have a look A: Where you want this box? B: Put it on the floor A: What did you with the sugar? B: I put it in the cupboard A: What are you looking for? B: I'm looking for a pencil A: Do you want anything from the vegetable shop? B: A kilo of tomatoes Stress pattern for B parts ooOooO oOoOo OooOo oOooO OoooO oOoooOo Hewings (2004): 136 APPENDIX 23: UNIT 10, 11 (Odd one out) Students’ handout How many word/ words can be stressed in these sentences? Choose A, B, C or D The dog is a faithful animal A B C D Bring me a pencil A B C D A bird in the hand is worth two in the bush A B C D 10 I think she wanted to buy it yesterday A B C D I don’t want to see people hunting for animals A B C D You must clean this machine every time you use it A B C D 10 I want to know how to download this e-book A B C D This book has a very attractive cover A B C D I read book when I have little free time A B C D 10 Take a book out of the bag A B C D KEY 1.A 2.B 3.A 4.B 5.C 6.B 7.A 8.D 9.C 10.A APPENDIX 24: UNIT 10, 11 (Games) Fishing Conducting the game Divide the class into pairs Players take turns to formulate sentences for their partner to translate into English When students are getting used to this procedure, they could begin to play for points; each player starts with ten points and loses a point for each mistake Join the dots next to the sentences with matching stress patterns There is only one pair of sentences for each stress pattern The eleven stress patterns in the game are: o0 00 00o oo0 o0o 0o0 0o0o o0o0 0oo0 o0o0o From Pronunciation Games by Mark Hancock © Cambridge University Press 1995 APPENDIX 25: UNIT 12 (Practice reading elision) Box 45 Student handout Leave out underlined letters Part A postman correctly wastepaper facts restless lastly exactly friendly kindness 10 handshake 11 hands 12 landscape 13 blindness 14 grandmother 15 camera 16 definite 17 factory 18 family 19 favorite 20 history 21 every 22 secretary 23 recovery 24 marvelous Part B It was next morning Hold tight She's world champion It was just him It's in first gear Take a left turn I heard singing She changed clothes I'll send Lucy 10 It was hard work 11 They kept quiet 12 It looked good 13 Did I hurt you? 14 We reached Berlin 15 She arrived there 16 We crossed over 17 I phoned Keith 18 It moved towards us 19 They're second hand 20 He finished first 21 I slept badly 22 I found Ruth 23 I understand this 24 I felt bad Martin Hewings (2004): 100 APPENDIX 26: UNIT 13 (Practice reading linking) Box 33 Student handout A 1.hot good seven short red brown white bad ten 10 light 11 wide 12 green Students’ handout Box 33 Student handout B a hot pizza a good price seven people a short boy a red bike a brown beard white coffee a bad cold ten cars light green a wide gap green grass Answer key a ho/p/pizza, a goo/b/price, seve/m/ people, a shor/p/boy, a re/b/bike, a brow/m/ beard, a whi/kcoffee, a ba/g/cold, te/rj/cars, 10 li/k/green, 11 a wi/g/gap, 12 gree/n/grass TASK Link /p b t, d k, g/ to a following vowel Listen to people giving advice Practice it - My neck aches Wrap it in a scarf Drink a cup of tea Take an aspirin Don't think about it Rub it - I've got a big emerald ring Put it on Keep it safe Lock it up Take it to the bank Put it in a big envelope, and hide it under the bed - I've got a week off What shall I do? To Austria Tomorrow afternoon To see Adam My uncle They all live in France By air A few hours I grew up there I'll stay a week 10 It's too expensive 11 Yes, a new umbrella 12 He asked me for one Answer key w w y w 11 w 12 y y w y y y 10 w Martin Hewings (2004): 82, 84 TASK Link /f, v, j, tj, d3, s, z, 8/ to a following vowel Listen, and practice this conversation A: What you want to when you leave school? B: I want to move into a flat with some friends A: It's less expensive to live at home B: I'm going to give a party A: Don't damage anything! B: I'd like to buy myself a sports car A: Don't crash into anything! B: I want to catch a plane to South America A: Arrange a cheap flight! B: What you want to when you leave school? Make a dress Knit a jumper Read a A: I want to get a job in a large organization, and save all my money book TASK Link /r/ to a following Paint a picture vowel Sit and relax Listen to this conversation Practice - What would Anne like for it Christmas? A: We've been waiting for an hour and a big umbrella a half a bag and some gloves B: Say your aunt is very ill A doctor a book on music ought to see her at once a red and white scarf A: There isn't a doctor available They're all busy B: Ask the receptionist to hurry up A: I've asked her over and over again The more I ask, the longer I wait O’Connor, J.D (1989): 85, 86 APPENDIX 27: UNIT 14 Listen and practice conversation Students’ handout 3.3 Listen, and practice these conversations in a hospital emergency department Notice the falling intonation of the doctor's: Wh- questions A: B: How can I help you? A: How can I help you? It's my son, Anton He's got B: I've hurt my eye earache He's had it for days A: A: How did it happen? Let's have a look Ah yes, he's got B: I was hammering a nail The end of something in his ear I'll have to get the hammer flew off and hit me in the eve A: How can I help you? A: B: I've got a headache A: B: How can I help you? I've hurt my ankle I think it's This is a hospital emergency broken department A headache isn't an A: Let's see Does that hurt? emergency Go and take an aspirin B: Oh! Yes, it hurts awfully B: But I fell off a horse I hit my head A: How did it happen? That's why I've got a headache I think B: My husband left his umbrella in the I ought to have an X-ray hall The handle got hooked round my ankle, and I fell over My ankle hurt so much I could hardly get up A: How did you get to the hospital? Did your husband bring you? B: No my husband was out, I had to have an ambulance O’Connor, J.D (1989): 44, 45 Odd one out: The ending of each sentence is the falling tune, True or False? Which one is yours, the blue or the red one? A True B False Is this the company you want to work for? A True B False How many international organizations can you name? A True B False I know W.T.O, W.P.F, U.N, and UNICEF A True B False Does this organization advocate for the protection of children rights? A True B False KEY 1.A 2.B 3.A 4.A 5.B APPENDIX 28: UNIT 15 Listen and practice conversation Students’ handout 2.2a Listen, and practice this conversation between a young man and his mother She repeats what he says, while she thinks about it Notice how her voice rises A: Have you seen my sports shirts? B: Your sport-shirts? They're being washed A: Have you moved my maths books? B: Your maths-books? They're on the bookshelves A: Have you taken my reading lamp? B: Your reading-lamp? No, it's on the desk A: Can I borrow some postcards? B: Postcards? All right They're in the drawer, with the envelopes A: Will you iron my tennis shorts? B: Your tennis-shorts? No, you can iron them yourself! O’Connor, J.D (1989): 82 2.1 Listen, and practice the conversation Listen carefully to the intonation A: Excuse me, I'm looking for Miss O'Dare Do you know where she is? B: She's gone to Trafalgar Square A: Do you know where, exactly? B: To the Headquarters of the Dairy Council A: Why has she gone there? B: She has got a dairy- It's called Mary's Dairy A: I thought she was a hairdresser B: Oh you mean Clare O'Dare She's upstairs It's her sister Mary who's gone to Trafalgar Square O’Connor, J.D (1989): 115 Odd one out: The ending of each sentence is the raising tune, True or False? Why didn’t women have the right to vote? A True B False Do you want to be a housewife or a successful businesswoman? A True B False Did she work as a servant for this family? A True B False Shall we go to the cinema tonight? A True B False Have you completed your essay? A True B False KEY 1.B 2.B 3.A 4.A 5.B APPENDIX 29: UNIT 16 (Listen and practice conversation) Students’ handout 5.2 Listen, and practice this conversation in a group of four Notice the intonation in the 'Before' - sentences: the voice rises in the first part of the sentence, and falls in the last part A: Which is the most useful machine in your office? B: The personal computer I can put facts and figures into the computer, and find them again fast Before we had the computer, I could never find the right piece of paper C: The photocopier I can type a draft, correct it, then make copies on the photocopier Before we had the photocopier, it was awfully difficult to make perfect copies D: The coffee machine I can have a cup of coffee whenever I feel like it Before we had the coffee machine, I had to fetch coffee from the café next door B: I preferred it when you had to go to the cafe Now there are coffee cups all over the office C: And yesterday I had just made forty-four perfect copies, and you poured a cup of coffee all over them O’Connor, J.D (1989): 63 2b Listen, and notice the intonation of these alternative questions Which day did everything go wrong for A - Tuesday or Thursday? Did he wake up with toothache or a headache? Did he ring the dentist three times or four times? Was his dentist's appointment at three o'clock or three thirty? When he tripped, did he break both legs or three teeth? Is the customer's name James or Jameson? Is the problem about magazines or newspapers? He didn't get any newspapers one day Was it Wednesday or Thursday? APPENDIX 30: UNIT 16 (Listen and practice conversation) Students’ handout