An investigation into teacher’s techniques to teach phonics at some primary schools in hue city nghiên cứu về những kỹ thuật dạy phonics cho học sinh tại các trường tiểu học ở huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN LE KIM KHANH AN INVESTIGATION INTO TEACHERS’ TECHNIQUES TO TEACH PHONICS AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN LE KIM KHANH AN INVESTIGATION INTO TEACHERS’ TECHNIQUES TO TEACH PHONICS AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRUONG BACH LE, D.Ed HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN LÊ KIM KHÁNH NGHIÊN CỨU VỀ NHỮNG KỸ THUẬT DẠY PHONICS CHO HỌC SINH TẠI CÁC TRƯỜNG TIỂU HỌC Ở HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TIẾN SĨ TRƯƠNG BẠCH LÊ HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself December 24th, 2015 Signature Full name Nguyen Le Kim Khanh iii ABSTRACT Nowadays, teaching English to young learners draws great attention all over the world in general and in Viet Nam in particular Thus, the current study investigates into the use of phonics in teaching and learning English at some primary schools in Hue city The first aim of this study is to investigate primary teachers’ perceptions of using phonics in teaching English to children The second aim of this study is to find out what kind of techniques teacher often use to teach phonics in English classes In order to obtain reliable results both qualitative and quantitive methods of were used The data were collected through the questionnaires, interviews and class observation The finding of the study revealed that the teachers had positive perceptions of using the phonics in teaching English Phonics is an important way in helping teachers teach pronunciation to their children easily and effectively Therefore, phonics is successful when used as the core strategy of a course or as a strong supplement to g English teaching of Primary schools Basing on the finding, some suggestions were made for teachers, students and policy makers Besides, limitations of the research and implications for teachers were also included iv ACKNOWLEDGEMENTS This paper could not have been completed without the encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First of all, I’m deeply indebted to my supervisor, Professor Truong Bach Le, for his precious knowledge and experiences, his patient guidance, enthusiastic and helpful instruction, the responsible care as well as the sympathetic encouragement he has given to me every stage of the development of the study I would like to express my sincere thanks to all the teachers and children in Phu Hoa, Le Loi, Tran Quoc Toan Primary Schools for providing me with the most favorable conditions to collect the needed data My special thanks also go to my lectures, my friends, my classmates for valuable comments and criticism, their interest and encouragement Finally and always, my heartfelt thanks go to my family for their love, care, tolerance and encouragement v TABLE OF CONTENTS Contents pages SUB COVER PAGE i STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES ix LIST OF FIGURES x LIST OF CHARTS xi LIST OF ABBREVIATION xii CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Topic 1.3 Rationale of the study 1.4 Research questions .3 1.5 Significance of the study 1.6 The scope of the study 1.7 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical background 2.1.1 Definition of phonics .5 2.1.2 The phonics system 2.1.3 The goals of phonics 2.2 Factors affecting phonics teaching .9 2.2.1 Age 2.2.2 Phonetic ability 10 2.2.3 Sound system: English and Vietnamese 11 2.3 Teaching phonics to young learners (YLs) 14 vi 2.3.1 Definition of young learners 14 2.3.2 Teaching young learners 14 2.3.3 Characteristics of young learners (YLs) 14 2.4 Techniques in teaching phonics for young learners 16 2.4.1 Visual techniques .16 2.4.2 Verbal techniques 18 2.5 Review of the previous studies 19 2.6 Summary 20 CHAPTER RESEARCH METHODOLOGY 21 3.1 Introduction 21 3.2 Research approaches 21 3.3 Participants 22 3.4 Instruments for data collection 23 3.4.1 Questionnaire 23 3.4.2 Interviews 25 3.4.3 Class observations 26 3.5 Data collection procedure 27 3.6 Data analysis 28 3.7 Summary 28 CHAPTER FINDINGS AND DISCUSSION 29 4.1 Teachers’ perceptions of using phonics to teach English to YLs at some primary schools in Hue City .29 4.1.1 Teachers’ attitudes towards the necessity of phonics to YLs 29 4.1.2 Teachers’ opinions on teaching phonics 30 4.1.3 The benefits from teaching phonics 30 4.1.4 Teacher’s purpose of teaching phonics 32 4.2 The reality of using the techniques of teaching phonics 34 4.2.1 Frequency of implementing the teaching of phonics 34 4.2.2 Techniques used by the teachers in English lesson .34 4.2.3 Frequency of teachers’ use of these techniques .35 vii 4.2.4 Teachers’ reasons for using phonics teaching techniques 38 4.2.5 Teacher’s choice of technique .40 4.3 Summary .41 CHAPTER CONCLUSIONS AND IMPLICATIONS 42 5.1 Summary of the study 42 5.1.1 Teachers’ perceptions of using phonics to teach English to YLs at some primary schools in Hue City .42 5.1.2 Teacher’s techniques of teaching phonics .42 5.1.3 Effective techniques in teaching phonics 43 5.2 Implications and suggestions .44 5.2.1 Implications .44 5.2.2 Suggestion of some activities to teach phonics .45 5.3 Limitations and suggestions for further study 45 5.3.1 Limitations .45 5.3.2 Suggestions for further research .46 5.4 Summary .46 REFERENCE 47 APPENDICES 53 viii LIST OF TABLES Table Vietnamese Consonants .11 Table English consonants 12 Table 3.1 23 Table 4.1 The benefits from teaching phonics 31 Table 4.2 Teachers’ understanding on children’s attitudes .33 Table 4.3 Frequency of implementing the teaching of phonics .34 Table 4.4 Techniques used by teachers in English lesson .34 Table 4.5 Frequency of teachers’ use of these techniques .36 Table 4.6 Teachers’ reasons for using phonics teaching techniques .38 Table 4.7 Factors influencing teacher’s choice of technique 40 ix Miller, J (2004) Identity and language use: The politics of speaking ESL in schools In A Pavlenko and A Blackledge, I Piller, and M Teutsch-Dwyer (Eds.), Multilingualism, Second Language Learning, and Gender (pp 290-315) Berlin: Mouton de Gruyter Meclosker, M.,Orr, J.,Dolitsky, M (Ed).2006 Moyer, A (1999) Ultimate attainment in L2 phonology Studies in Second Language Acquisition, 21, 81-108 Morrow, L.M (2009) Literacy Development in the Early Years: Helping Children Read and Write (6th ed.) Boston, MA: Pearson Morrow, L.M & Gambrell, L.B (2004) Using Children’s Literature in Preschool: Comprehension and Enjoying Books Newark, DE: International Reading Association Moats, L.C (2000, Spring) American Educator Why reading to children is important Moats, L.C (1999) Teaching reading is rocket science: What expert teachers of reading should know and be able to Washington, DC: American Federation of Teachers McKee, P (1934) Reading and literature in the elementary school Boston: Houghton Mifflin Nunan, D (1999) Research methods in language learning Eighth printing Cambridge: CUP Nguyen T.A.B (2007) How total Physical Reponses is Applied is Teaching and Learning English at some Primary Schools in Hue Graduation research paper Hue college of Foreign Language Nguyen, T.H., & Nguyen, Q.T.(2007) Teaching English in Primary School in Vietnam: An Overview Current Issues in Language Planning, (2), 162-173 Nguyen, T.M.H (2011) Primary English Language education policy in Vietnam: Insights from implementation Current Issues in Language Planning, 12(2),225-249 Retrieved August 10, 50 2013 from Otlowski, m.1998.pronuncitaion: What are the Expectation? The Internet TESOL journal Vol IV, no (1) January 98 < http://itselj:org./ articles/Otloskipronunciation.html> Orton, D.J (1975) A guide to teaching phonics, second edition, Educator Publishing Service Prabhu, N.S (1990), cited in Mckay, 2002, p116) Mckay, S (2002) Teaching methods and English as an international language In teaching English as a International language NY Oxford University Press Patton, M Q (1990) Qualitative evaluation and research methods Second ed Newbury Park, CA: Sage Purwaningsih (2008, p30), Language by command The Total Physical Response approach to learning language Retrieved May 18th, 2015, from http://www.context.org/ICLIB/IC06/purwaningsih.htm Phillips, Sarah: Young learners Oxford University Press 1993, Oxford, ISBN 19 437195 Scott W.A & Ytreberg, L.H (1990).Teaching English to children, Longman Limited Scovel, T (2000) A critical review of the critical period research Annual Review of Applied Linguistics, 20, 213-223.Seliger, H W & Shonamy, E (1989) Second language research methods Oxford: OUP Tang, M.G (2007) Cross- Linguistic Analysis of Vietnamese and English with Implications for Vietnamese Language Acquisition and Maintenance in the United States Journal of Southeast Asian American University of Minniesota The Internet TESL Journal, Vol XIV, No 4, April 2008 The Reading Reformation Foundation in the United Kingdom UH Study Endorses Phonics Approach in Teaching Young Students to Read, by Carolyn Saunders, Scholars for Life U.S Congress, No Child Left Behind Act (P.L 107-110), 2001 Wilson, N And Mclean, S (1994) Questionnaire Design: a Practical Introduction Newtown Abbey, Co Antrim: University of Ulster Press 51 INTERNET SOURCES: www.phonicsinternational.com Phonics Songs & Books• http://www.phonicstar.com/• http://www.roythezebra.com/songs.html http://www.writeexpress.com/LearnToRead/d emos.html Phonics Games-1• http://www.schooljotter.com/showpage.php?i d=58844• http://languageartsgames.4you4free.com/ph onics.html• http://www.ictgames.com/cvc_machine.html• The Books of Phonicshttp://teacherexpress.scholastic.com/reading-skills-card-games-beginningending-sounds http://goliat.ecnext.com /coms2/gi/0199-5785232, review of the Internet and html on September 19th 2008 https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacyteaching-guide-phonics.pdf 52 APPENDICES APPENDIX QUESTIONNAIRE FOR ENGLISH TEACHERS The goal of this questionnaire is to collect data for my research on teaching and learning phonics at some primary schools in Hue city Your cooperation will be very helpful to fulfill my study The data collected in this questionnaire is only for the research purpose Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution Thank you for cooperation I Personal Information Name: ………………………………………………………………… Gender: Male Female Age: Teacher of school: Number of years teaching English : II Questions * The following statements are related to the teachers’ perceptions of the use of Phonics, the techniques in teaching phonics and the phonics implication in teaching phonics to YLs According to you, teaching phonics for young learners is necessary Quite agree Agree Not agree How useful you think phonics is to young learners in the learning English process? Very useful Useful Not useful 53 What benefits can the young learners get from teaching phonics? Children read the words quickly Children remember the letter or the letter sound for a long time Children spell the words easily Nothing Other ideas:……………………………………………………… How often you teaching phonics in English lesson? Always Often Sometimes Rarely Never Which of the following techniques you use in teaching phonics? Techniques Answer Real objects Visuals Songs/ chants Synthetic phonics1 Analytic phonics2 Analogy phonics3 For example, For example, after being taught the letters and sounds /s/ /t/ /o/ /p/ children can be supported to blend these letter sounds to read words such as stop, top, pot For example, a teacher might write the letter B followed by several words: Book, Bin, Boy, Bird For example, with the word 'cat' the onset is 'c' and the rime is '-at' Children are taught to take the rime 'at' and blend it with new onsets, e.g h-at, b-at, r-at 54 How often you perform these techniques? Techniques Always Often Sometimes Rarely Never Real objects Visuals Songs/ chants Synthetic phonics Analytic phonics Analogy phonics Why you choose to use each of these techniques? (More than one answer will be acceptable) Techniques Easily Clear, simple Time Of your applying and easy for Saving habits children to understand Real objects Visuals Songs/ chants Synthetic phonics Analytic phonics Analogy phonics 55 Others What are the children’s attitude when you carry out these techniques? Children are attracted to what you teach Children can read the words quickly It’s not easy for children to understand They don’t care what you teach What factor influences your choice of techniques? Children’s level Children’s characteristics Your habit Material conditions 10 What are your purposes in teaching phonics? Help children say and recognize the letter and letter sound Help children write the letter or the word easily Help children read the letter or the word quickly Other ideas: ……………………………………………… * In this part, please note down any other comments you would like to give on the idea of “ …………………….” 56 * Please write down your suggestions : THANKS FOR YOUR COOPERATION! 57 APPENDIX TEACHER’S INTERVIEW QUESTIONS (For teacher of primary schools) These questions are designed to collect information for my research of “AN INVESTIGATION INTO TEACHERS’ TECHNIQUES TO TEACH PHONICS AT SOME PRIMARY SCHOOLS IN HUE CITY” Your answers will be helpful and valuable to this research The data collected will be kept confidential and use only for the purpose of current research Thank you very much for your kind cooperation ……………………….0o0…………………… Do you think that teaching phonics is important in your teaching English at primary schools? And why? What are the benefits of your teaching phonics at primary schools? What techniques you use to teach phonics? Do you like teaching phonics for school pupils ? Would you please suggest some techniques for teaching phonics? 58 APPENDIX CLASS OBSERVATION SHEET General information: Date:……………………………… Class:……………………………… School:………………………… Numbers of students:……………… Absentness:………………… Name of Textbook:……………………… Lesson:…………………………………… Classroom arrangement:…………………………………………… ………………………………………………………………………… Teaching aids and facilities: Yes Flash cards Chants Films Video Handouts Other materials (pictures, worksheets, songs…etc) No Teacher’s techniques: Yes Real objects Visuals Songs/chants Synthetic phonics Analytic phonics Analogy phonics 59 No Children’s activities: Children’s attitude: Comments: 60 APPENDIX Some activities to teach phonics Games Pen and Eraser Students have a pen and an eraser in front of them You have two sounds you would like to practice, e.g., ‘f’ and ‘v’ sounds, and designate one sound for the pen and one sound for the eraser When you say a word beginning with one of those sounds, the students should pick up the appropriate object (for upper levels, the sound can be in any part of the word not just the beginning) If you say a word not incorporating one of the sounds, the students should make a big X with their arms This can evolve into a pair contest with one pen and one eraser for every two students The students would aim to be the quickest to pick up the object after you read out a word every two students The students would aim to be the quickest to pick up the object after you read out a word Speed reading Write a number of words on the board If necessary, go over the pronunciation of each word Then read through a list of the same words at a good speed leaving out only one of the words The students should be listening to you read the list of words while following along on the board After you are finished, they tell you which word (words) you didn’t read out This activity can be targeted for a higher level by adjusting the vocabulary used, the speed you read, the number of words you leave off, or by doing additional tasks (e.g., like telling you which word you read wasn’t on the board) Phonics Bingo Write a good number of sounds on the board, e.g., pha, ma, la, ga The students would choose a designated number of sounds you wrote and write them on an available space for writing You would then play this like bingo and read out the sounds one by one The students can get bingo when they have three of their sounds chosen or all of their sounds chosen It is a good idea to go over all of the so 61 Picture Books Teaching phonics covers many different word decoding strategies To help with this, the following books cover a range of phonics topics, including consonant blends or diagraphs, controlled r, prefixes & suffixes, inflectional endings, silent letters and vowel diphthongs The books below are all appropriate for children in preschool, Kindergarten, 1st grade, and/or 2nd grade Considering the importance of this task, we'd love to grow this list Please share your favorite books for teaching phonics On-line games and website “Starfall.com” opened in September of 2002 as a free public service to teach children to read with phonics Our systematic phonics approach, in conjunction with phonemic awareness practice, is perfect for preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL) Starfall is an educational alternative to other entertainment choices for children “Teach your Monster” to Read is a series of games that help children to master the key first stages of reading Combining top quality game design with essential learning, the games complement most systematic synthetic phonics programmers Students practice phonics and spelling concepts they’re learning as they play online games These interactive games provide opportunities for students to match letters to pictures of objects illustrating their sounds, identify rhymes, sort words according to vowel pattern, and spell words, for example They provide engaging practice opportunities because the colorful screen displays, sound effects, fast-paced action, and feedback about game performance grab students’ attention, maintain their enthusiasm, and scaffold their learning (Chamberlain, 2005; Kinzer, 2005) Here are some suggested websites with phonics and spelling games: Game Goo: Learning That Sticks (www.earobics.com/gamegoo): Visit the Game Goo website to play games to practice letter recognition, phonics, synonym, 62 antonym, and spelling concepts The fast-action games are divided into three levels of difficulty Gamequarium (www.gamequarium.com): Check this mega-website with links to alphabet, phonics, and spelling games at other websites Although hundreds of literacy- related games can be accessed through this site, Game quarium is only a portal, so the quality of the games and computer requirements vary PBS Kids(www.pbskids.org): Play games and view video clips from the popular PBS series “Between the Lions,” “Sesame Street,” Reading Rainbow,” “Word World,” and “Super Why!” to learn letters of the alphabet, rhyming words, phonics, and spelling concepts 63 6,7,17,29,30,32 1-16,18-28,31,33-63 64