Đang tải... (xem toàn văn)
MINISTRYOFEDUCATIONANDTRAINING QUYNHONUNIVERSITY NGUYỄNCÔNGHOÀNG EFLTEACHERS’CHALLENGES IN TEACHING PRONUNCIATION TO YOUNGLEARNERSIN PHUCAT DISTRICT OFBINHDINHPROVINCE MASTEROFENGLISHLANGUAGETEACHING[.]
MINISTRYOFEDUCATIONANDTRAINING QUYNHONUNIVERSITY NGUYỄNCƠNGHỒNG EFLTEACHERS’CHALLENGES IN TEACHING PRONUNCIATION TO YOUNGLEARNERSIN PHUCAT DISTRICT OFBINHDINHPROVINCE MASTEROFENGLISHLANGUAGETEACHING BinhDinh-2022 NGUYỄNCƠNGHỒNG EFLTEACHERS’CHALLENGES IN TEACHING PRONUNCIATION TO YOUNGLEARNERSIN PHUCAT DISTRICT OFBINHDINHPROVINCE Field: Theory and Methodology of English Language TeachingCode:8140111 Supervisor:TrươngVănĐịnh,Ph.D BỘGIÁODỤC VÀĐÀOTẠO TRƯỜNGĐẠIHỌCQUYNHƠN NGUYỄNCƠNGHỒNG NHỮNG TRỞ NGẠI CỦA GIÁO VIÊNTRONGVIỆCDẠYPHÁTÂMCHOHỌCSINH Ngành:Lýluậnvàphươngphápdạyhọcbộ môntiếng Anh Mã số: 8140111 Ngườihướngdẫn:TS.TrươngVănĐịnh DECLARATION I certify that all the content in this thesis paper is my original work to thebest of my knowledge and hard-work Any external source used for referenceinthepaperhasbeencitedandacknowledged.I,hereby,declarethatthepresentpap erhasnot been submitted to any otherinstitutionpreviously ACKNOWLEDGEMENTS With the tremendous guidance and assistance from professor, it has beenpossible for this research to be completed this thesis He has always been veryhelpfulanddedicatewitheverysingledetailindifferentstagesofthepaper.All his valuable comments and suggestions throughout the process not onlyhelpedtheresearchertofinishtheworkontime,butalsobroughtmanylessonsfromeac htimehecorrected.Therefore,Iamverymuchindebtedtohimforallhishardwork To be able to come to this stage of the course, I would like to express mydeepestgratitudetoprofessorTruongVanDinhwhoselecturesenlightenedmethenewcon cepts ofEnglishteachingandacademic research To every member of my family, who has been providing the best supportduringthetimethisresearchwasconducted.Withoutthelove,belief,care,andencoura gementfrommyfamily,thisresearchwouldhavenotbeenpossible Finally, I would like to extend my greatest thanks to all teachers as wellasparticipants,whocreatedfavorableconditionsfortheimplementationofthestudy ABSTRACT This study is carried out on the topic "EFL TEACHERS’ CHALLENGES INTEACHINGP R O N U N C I A T I O N T O Y O U N G L E A R N E R S I N P H UCAT DISTRICTOFBINHDINHPROVINCE".Thisstudyaimstofindsolutionstothe challenges thatEFLteachersfaceinteachingpronunciationtoyounglearners In order to achieve that purpose mentioned above, the researcher hadto answer three research questions, they are "1: What are the challenges facedby EFL teachers in teaching English pronunciation to YLs? 2: What are thecausesofchallengesconfrontedbyEFLteachersinteachingEnglishpronunciati ontoYLs?and3:Whatarethesolutionstothechallengesencountered teachers in teaching English pronunciation by to EFL YLs?" ThestudywascarriedoutinPhuCatDistrict,BinhDinhprovincewiththeattendance of 120 teachers.The researcher used a survey questionnaire andinterviews to collect information from participants The researcher has alsogiven out some important results Regarding the challenges that teachers arefacing,internalandexternalchallengeswerefoundtocausetroubleforEnglishteachers In termsofinternalchallenges,lackofconfidence,lackofadequateknowledge, and pedagogical problems can challenge the teaching of Englishpronunciation While lack of priorities; time constraints; and lack of teachingmaterials and resources are external challenges that teachers are facing Interms of solutions, to address these challenges, teachers also have their ownwaysofmanagingthesechallenges,namelyseekinghelpfrommentors,providi ngstrategies,andhelpingstudents.Ingeneral,despitecertainlimitations,the researcherhasalsosolvedtheproblemsposed TABLEOFCONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT ii TABLEOF CONTENTS iv LIST OFABBREVIATIONS vi LIST OFTABLES viii LIST OF FIGURES ix CHAPTER1:INTRODUCTION 1.1 Rationaleofthe Study 1.2 AimandObjectivesofthe Study 1.2.1 Aimsofthe Study 1.2.2 Objectivesof the Study .2 1.3 ResearchQuestions 1.4 Scopeofthe Study 1.5 Significanceofthe Study .3 1.6 Organization ofthe Study CHAPTER2:THEORETICALBACKGROUNDAND LITERATURE REVIEW 2.1 Pronunciation 2.1.1 Definition of Pronunciation .5 2.1.2 Featuresof Pronunciation 2.1.3 ImportanceofTeachingPronunciation 2.2 YoungLearnersandTheirCharacteristics 11 2.2.1 Definition ofYoungLearners 11 2.2.2 CognitiveDevelopmentofYoungLearners 12 2.3 ChallengesofTeachingPronunciation 13 2.3.1 TeachingPronunciation 13 2.3.2 Phonological Systemsof Englishand Students'the firstlanguage14 2.3.3 ChallengesfacedbyTeachersofTeachingPronunciation 15 2.4 PreviousStudies 17 CHAPTER3:RESEARCHMETHODOLOGYANDPROCEDURES 22 3.1 ResearchMethods 22 3.2 Participants 22 3.3 DataCollectionInstruments .23 3.4 DataAnalysisProcedure .24 CHAPTER4:FINDINGSANDDISCUSSION 25 4.1 ChallengesfacedbyEFLteachersofteachingEnglish pronunciationtoyounglearners 25 4.2 Causes for the challenges faced by EFL teachers of teachingpronunciationtoyounglearners 34 43.EFLTeachers’ApproachestoChallengesofTeachingPronunciation45 CHAPTER5:CONCLUSION 55 5.1 Summary and Implications on Teaching Pronunciation to YoungLearners 55 5.1.1 Summary .55 5.1.2 Implications 55 5.2 LimitationsoftheStudyandSuggestionsforFurtherStudy 57 5.2.1 LimitationsoftheStudy 57 5.2.2 SuggestionsforFurtherStudy 57 REFERENCES 59 APPENDICES LISTOFABBREVIATIONS EFL:English as a foreign languageESL:English as a second languageYL:Y o u n g Learner YLs: Young LearnersL1: The first languageC1: Lackofconfidence C2: Lack of pronunciation knowledgeC3: Lack of pedagogical knowledgeC4: Lack oftime C5: Lack of teaching materials and resourcesC6: CC1: Lack of Priority Afraid of making mistake to pronounce the words properlyCC2: Confusion in pronouncing thewords correctly CC3.1:S t u d e n t s ’ reluctancetospeakduringthelearningprocessCC3.2:P r o n u n c i a t i o n practice CC3.3:S t u d e n t s ’ inabilitytofollowthepronunciationlessonsCC 4: Timegiven forteachingEnglish is not enough CC5: TeachingmaterialsarelimitedandnotreallysuitableforthestudentsCC6: Teaching pronunciationisnot emphasizedinschool S1: Prepareandplanforlessonbyconfirmingthecorrectpronunciationofwordsbefore class S2.1: Askinghelpfrommentor S2.2: Referringtoofflinedictionaryinmobilephone S2.3: WatchingrelatedvideosonYouTubeandlisteningtoEnglishsongs S3.1: Havingone-to-onesessionwiththestudents S3.2: Selectingstudentsrandomlysothattheycomeprepared S3.3: Monitoringthestudentsonebyoneduringthepractice S3.4: SettingaruleonspeakingonlyEnglishduringEnglishlessons S3.5: Usinginterestingandintegratingsuitablevideosinthelesson S3.6: Conductingmoregroupactivities S4: Integratingpronunciationteachingintheteachingofotherskills S5: Usingonlinesourcesoncreativewaysinteachingpronunciation S6: Askinghelpfrommentor