An investigation into the use of games in teaching pronunciation at yen thanh 2 high school nghe an province vietnam

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES PHAN THI TUNG AN INVESTIGATION INTO THE USE OF GAMES IN TEACHING PRONUNCIATION AT YEN THANH HIGH SCHOOL, NGHE AN PROVINCE, VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES PHAN THI TUNG AN INVESTIGATION INTO THE USE OF GAMES IN TEACHING PRONUNCIATION AT YEN THANH HIGH SCHOOL, NGHE AN PROVINCE, VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: ASSOC PROF.DR NGO DINH PHUONG HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ PHAN THỊ TÙNG KHẢO SÁT VIỆC SỬ DỤNG TRÒ CHƠI TRONG DẠY PHÁT ÂM TẠI TRƢỜNG TRUNG HỌC PHỔ THÔNG YÊN THÀNH 2, TỈNH NGHỆ AN, VIỆT NAM LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 GIÁO VIÊN HƢỚNG DẪN: PGS.TS NGƠ ĐÌNH PHƢƠNG HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Phan Thi Tung iii ABSTRACT Using games is an useful method in teaching foreign language Using games in teaching pronunciation not only motivates students but also brings to the effectiveness in learning A study on the use of games in teaching pronunciation was done at Yen Thanh high school and four classes of 152 students at grade 11 participated in the experiment The data for the use of games was collected via questionnaires, interviews, pretest, and posttest In the experimental process, the researcher applied games to teach pronunciation from the unit to unit in the textbook for grade 11 in three months Before the treatment, through the practice of teaching and from questionnaire the writer claimed that pronunciation was one of the weaknesses of students at the school So, what the researcher wanted was applying games in teaching pronunciation with the hope that changing the learning pronunciation habits of students and developing the pronunciation for them Besides, most teachers and students believed games would become an effective method if teachers use them appropriately Thus, in the experiment, simple games which were suitable to students‟ need and levels were to be used in teaching After comparing the results of students in the pretest and posttest, the researcher provided credible evidence to claim that using games in teaching pronunciation could make the learning more effectively The findings of the research also showed that there were some factors influencing on the teaching pronunciation at the school From that, some solutions were given out to solve the problems and some suggestions from the teachers were shown to raise teachers‟ awareness of using games in teaching pronunciation iv Acknowledgements During the thesis – writing time, I fortunately received the help of many people, and I am extremely grateful to them First of all, I would like to express my deep gratitude to my supervisor Assoc.Prof.Dr Ngo Dinh Phuong for his whole-hearted assistance and generous encouragement Without his help, this thesis would not be finished I would like to thank Dr Tran Van Phuoc, the head master, and the staffs of Hue University College of foreign languages who facilitated our training process and helped us with the procedure of writing and handing the thesis I am grateful to my all instructors in MA course, who gave me much knowledge and valuable materials in the lectures during the course Those were the valuable resources of knowledge for me to start my thesis Many thanks to all my colleagues and my students at Yen Thanh high school who enthusiastically cooperated with me during the experimental period Without their support, my experiment would not have been completed Last but not least, I want to thank my family, my friends who faithfully gave me the valuable comments, the contributive adjustments and the useful suggestions for my thesis v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLE ix LIST OF FIGURE ix Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 The organization of the study Chapter 2: LITERATURE REVIEW .7 2.1 Pronunciation 2.1.1 The definitions of pronunciation 2.1.2 The areas making up of pronunciation .8 2.1.3 Why teach pronunciation? 2.1.4 Approaches to the teaching pronunciation .12 2.1.5 Factors affecting teaching English pronunciation 14 2.2 Games 15 2.2.1 The definitions of game 15 2.2.2 Types of games 16 2.2.3 Why use games in teaching and learning? .17 2.2.4 Using games in teaching pronunciation 19 vi 2.3 Previous Studies 21 2.4 Summary 22 Chapter 3: METHODOLOGY 23 3.1 Research Approach 23 3.2 Participants 23 3.2.1 Teachers 24 3.2.2 Students 24 3.3 Data collection methods 25 3.3.1 Experimental Design 25 3.3.2 The questionnaires 27 3.3.3 The interviews 28 3.4 Data collection procedure 29 3.5 Data analysis 29 3.5.1 The pretest and posttest 30 3.5.2 The questionnaires 31 3.5.3 The interviews 31 3.6 Summary 32 CHAPTER 4: FINDINGS AND DISCUSSIONS 33 4.1 Results from questionnaires 33 4.1.1 The reality of teaching pronunciation at Yen Thanh high school 33 4.1.1.1 Teachers‟ and students‟ perceptions of the role of teaching pronunciation 33 4.1.1.2 The English pronunciation teaching and learning practice at the school .36 4.1.1.3 Teachers and students‟ perceptions of the role of games in teaching pronunciation 38 4.1.2 How games have been taught and studied? 41 4.2 Results from interviewing 47 4.2.1 Perceptions of teaching pronunciation and using games in teaching pronunciation 47 vii 4.2.2 How games have been used in teaching pronunciation? 48 4.2.3 Difficulties in designing and using games to teach pronunciation 50 4.2.4 Some solutions to overcome the difficulties in using games to teach pronunciation 51 4.3 Results from the pretest and posttest 53 4.3.1 The pretest 53 4.3.2 The posttest .54 4.3.3 The development of students 55 4.4 Summary 56 Chapter 5: CONCLUSION AND IMPLICATION .58 5.1 Conclusion 58 5.2 Implication 60 5.2.1 For teachers 60 5.2.2 For students 63 5.2.3 For book designers 64 5.2.4 For educational administrators 64 5.3 Contributions of the study 65 5.4 Limitations of the study 66 5.5 Suggestions for further studies 66 5.6 Summary 67 REFERENCES APPENDICES viii LIST OF TABLE Table 3.1: Students' information .25 Table 3.2: Marking scale 31 Table 4.1: Result of the pretest 53 Table 4.2: Result of the posttest 54 LIST OF FIGURE Figure 4.1 Perceptions on the roles of pronunciation .35 Figure 4.2 The Students‟ Pronunciation Ability .37 Figure 4.3 The preferred time for playing games 43 Figure 4.4 The preferred giving instruction methods .45 Figure 4.5 Some factors making effective contribution to learning English pronunciation through games 46 Figure 4.6 The development of two groups after months of applying games into teaching pronunciation 55 ix APPENDIX QUESTIONNAIRE (For teachers) This questionnaires aim to collect teachers’ ideas about using games in teaching English pronunciation at Yen Thanh high school Thank you for your enthusiastic cooperation! Personal information Age: _Gender: Nam Nữ Part A Circle the answer that is correct for you How you think about the importance of teaching pronunciation at school? A Extremely important B Quite important C Little important D Not important at all How is your students’ pronunciation ability? A Very good B Good C Average D Weak How you evaluate the pronunciation activities in the textbook? A They are very interesting B They are interesting C They are repeated and sometime my students don‟t attract them D They are boring Which method you often use to teach pronunciation? A Reading aloud or opening the tapes for students to listen and repeat B Using games focused on the content of the lesson C Using visual aids or technology D Giving instructions and asking students to work in pairs or groups How often you use games in teaching pronunciation? A Regularly B Sometimes C Rarely D Never What you think about using games in teaching pronunciation? A They are very useful to motivate and help students in learning pronunciation B They just motivate students in learning pronunciation C They sometimes help students in learning pronunciation D It‟s not necessary to use them in teaching pronunciation Which of the following ways of giving instructions you prefer? A Explaining B Demonstrating C Explaining and demonstrating D Delivering the instructions on the handouts How long you often use games to teach pronunciation? A From to minutes B From to 10 minutes C From 10 to 15 minutes D Over 15 minutes What you think about the factors that make effective contribution to English pronunciation learning at your school? A Teachers‟ instructions B Types of games C Classroom‟s atmosphere D Number of the students E Others (Specify your ideas) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………… 10 What is the biggest problem when you use games to teach pronunciation? A Too many students in the class B Students don‟t pay attention to the games C Students‟ level is too weak D It‟s difficult to adapt the lesson by using games E Others (Specify your ideas) ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………… Part B Please read the questionnaire items carefully and tick the statements you agree 1= strongly agree 2= agree 3= disagree Items 1 Pronunciation is just a small part in the lesson while using games often take time, so teachers don‟t want to use games in teaching pronunciation Teachers should limit the time for the games to increase the challenge Choosing the suitable games to the content of the lesson, the classroom settings, the level of students, the cultural context are really important Teacher should choose the simple and easy games for all students to play Teachers should have clear demonstration than explanation for the rules of the games It is difficult for teachers to design games in teaching pronunciation, because there are not many materials in this field Games should be designed to involve all students, especially shy or quiet students and give them opportunity to take part in Using games in teaching pronunciation is a waste of time because students won‟t learn anything from them except that they feel free to enjoy the games 4= strongly disagree Teachers should give prizes for completing or winning a game because they will encourage students on playing games 10 If the students will be playing on teams, teacher should assign them randomly or make sure that they are balanced in terms of experience with the subject Questionnaires (for students) Personal information Age: Class:………………… Part A Circle the answer that is correct for you Em nghĩ tầm quan trọng việc học pronunciation (phát âm) tiếng Anh? A Rất quan trọng B Khá quan trọng C Ít quan trọng D Khơng quan trọng Em nghĩ khả phát âm mình? A Rất tốt B Tốt C Trung bình D Yếu Em đánh giá hoạt động phần phát âm sách giáo khoa? A Rất thú vị B Thú vị C Chúng lặp lặp lại đơi tơi thấy khơng có hứng thú để học D Rất nhàm chán Em muốn giáo viên làm cho em phần dạy phát âm? A Đọc trước mở băng cho học sinh nghe bắt chước cách phát âm B Sử dụng trò chơi kết hợp với nội dung học C Sử dụng phương tiện nghe nhìn, tranh ảnh D Hướng dẫn qua cho học sinh để học sinh luyện tập theo cặp, theo nhóm Dùng trị chơi phần phát âm có tác động nhƣ với em? A Chúng làm cho thấy hứng thú việc học học dễ dàng B Chúng làm cho thấy hứng thú việc học C Chúng giúp học dễ dàng D Khơng cần thiết phải dùng trị chơi để học phát âm Em muốn giáo viên sử dụng loại trò chơi nào? A Thú vị khó B Thú vị dễ C Thú vị vừa sức với học sinh D Loại trị chơi Em muốn giáo viên sử dụng thời gian cho trò chơi ? A đến phút B đến 10 phút C 10 đến 15 phút D Trên 15 phút Theo em, mục đích việc sử dụng trị chơi việc học phát âm gì? A Để lơi học sinh vào việc học, để khuyến khích học sinh thơng minh nhanh trí B Để lơi học sinh vào việc học, tạo hội cho tất học sinh hiểu luyện tập phần phát âm C Để thay đổi khơng khí lớp học D Để học sinh hiểu dễ dàng Em muốn giáo viên em sử dụng trò chơi học phát âm nhƣ ? A Có, nên dùng thường xuyên B Có, C Có, nên dùng D Khơng nên dùng 10 Theo em, điều quan trọng ảnh hƣởng tới việc tiếp thu học trình giáo viên dạy phát âm trò chơi? A Cách hướng dẫn giáo viên B Tính thú vị loại trị chơi C Khơng khí học tập lớp D Số lượng học sinh lớp E ( ý kiến khác)………………………………………………………… ……………………………………………………………………………………… 11 Khi giáo viên hƣớng dẫn trò chơi, cách dƣới em thấy dễ hiểu hơn? A Giải thích rõ ràng B Thể trò chơi học sinh nắm luật chơi C Giải thích rõ ràng kết hợp với lấy dẫn chứng minh họa D Phát mẫu giấy ghi hướng dẫn trị chơi cho học sinh 12 Khơng khí lớp học giáo viên sử dụng trò chơi để dạy phần phát âm nhƣ nào? A Rất sôi B Sôi C Khá sôi D Không sôi 13 Theo em hạn chế giáo viên thực dạy phát âm sử dụng trò chơi gì? (có thể có đáp án) A Quá nhiều học sinh lớp B Giáo viên nói q nhỏ C Trị chơi khơng hấp dẫn, không thu hút D Giáo viên đưa lời hướng dẫn không rõ ràng APPENDIX BẢNG CÂU HỎI PHỎNG VẤN (1) (Dành cho giáo viên ) Câu hỏi trƣớc thực nghiên cứu Thầy (cơ) nghĩ việc dạy phát âm tiếng anh? Thầy (cô) thường dạy phần phát âm nào? Thầy (cơ) thường sử dụng trị chơi để lơi học sinh học phần phát âm? Có điều khác thầy sử dụng trị chơi để dạy phát âm so với cách dạy thông thường không? Câu hỏi sau thực nghiên cứu Thầy (cơ) nghĩ sử dụng trị chơi dạy phát âm? Thầy (cơ) sử dụng trị chơi phần dạy phát âm nào? Thầy (cơ) có gặp khó khăn việc thiết kế sử dụng trò chơi việc dạy phát âm khơng? Đó gì? Thầy (cơ) cho số góp ý sử dụng trị chơi việc dạy phần phát âm? APPENDIX Sample Games To Teach Pronunciation Unit 3: A Party Class: 11 Part: Pronunciation : / l / - / r / - / h / Time: 10 minutes Game: Bingo Point: Discrimination of sounds Game type: A listen and search game for the whole class PROCEDURE - Teacher gives out the prepared cards - Give instructions “I will read out each of the words, from one of the card in random order You have to cross out the words on your cards as you hear them When you complete a horizontal or vertical line on the card, you should shout Bingo! After that, you have to read back the words in the line that you have completed If those words are correct, you will be the winner” - Control the game - When one player has won, teachers may continue the game to give other players an opportunity to reach second and third positions BINGO BINGO Rot row rake right Rake Lake Hall low wrong hall hate heart Light Right Lot long Lot low lake light All Hate heart art Long all eight art Rot wrong Row eight BINGO BINGO Right wrong lot rot hate All heart right Light hall eight art Rake Low wrong long all row hate rake eight Lot Light lake long low heart lake Hall Art Row rot BINGO BINGO eight all lot heart art rake Light wrong right low hate light All light Hate low lake hall long rot right hall Row eight art wrong row rake heart lake Lot Long BINGO BINGO low hall art eight Lake light Long lot row right all rake Low right Rot hate lot lake heart wrong Art All Lake hall hate long light rot Row heart eight wrong BINGO BINGO heart wrong lot lake wrong Lake Rot row rot row light hate Hate Light Hall art all right long art Long Heart Low all low rake eight hall Lot Right eight rake Unit 7: World Population Class: 11 Part: Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw / Time: minutes Game: Pronunciation journey Point: minimal pairs Game type: A listen and respond game for the whole class PROCEDURE - Write the words in pairs in two vertical column on the board Label the list left and right Left Right Left Right class glass clean glean crash grass quarter water clam cram quantity quality grape great - Give each student a map clean green - Point out that each of the numbered junctions, there is a choice of turning left or right - Give instructions “ I will read four words from the board, one word for each junction For each word, you must turn left or right according to whether the word is from the left or the right When the four words are read out, you have to arrive at one of the destinations along the top of the map” - Give example - Control the game - Go over the route together to check the correct route - Repeat the activity several times using the two sets of minimal pairs - Call some students to read out all the words