1482 Efl Teachers'' Challenges In Teaching Pronunciation To Young Learners In Phu Cat District Of Binh Dinh Province Những Trở Ngại Của Giáo Viên Trong Việ.docx

MINISTRYOFEDUCATIONANDTRAINING QUYNHONUNIVERSITY NGUYỄNCÔNGHOÀNG EFLTEACHERS’CHALLENGES IN TEACHING PRONUNCIATION TO YOUNGLEARNERSIN PHUCAT DISTRICT OFBINHDINHPROVINCE MASTEROFENGLISHLANGUAGETEACHING[.]

Rationaleofthe Study

Pronunciation plays an important role in communication process becausemispronunciation can lead to misunderstanding and worsen the effect of theconversation The idea is shared by Aliaga García (2007, p.p 1-5); Martínez-Flor et al (2016, p.p 139-157); Pourhosein Gilakjani (2016, p.p. 314-326) whoclaimedthatEnglishpronunciationisoneofthemostdifficultskillstoacquireand learners should spend lots of time to improve their pronunciation Morley(1991,p.p51- 74)indicatedthatunderstandablepronunciationisamainobjectiveofpronunciatio ninstruction.Thisisanecessarycomponentofcommunicative competence It is emphasized by Morley that learners shoulddevelop functional intelligibility, functional communicability, increased self- confidence,thespeechmonitoringabilities,andspeechmodificationstrategies.Pronunciati on is the process of making the sound of speech Pronunciationincludes three components: stress, vocalization, and intonation Stress showstheemphasisofthesyllablesofaword.Vocalizationmentiontothemovementofthet eeth,lips,andtonguetochangethesoundproduced.Intonationreferstothe rising or falling of a sound. Pronunciation skills are linked to speaking,listening, and reading abilities Bad pronunciation can have a negative impacton those abilities For examples, people can not understand the meaning of thewords if they do not recognize the essential sounds or words from the speaker.It has also happened to students, if they do not know how to pronouncecorrectly,theirpartnersorteacherswillbeunabletograspwhattheyaresaying.

In fact, at school, especially primary school little attention is paid toteachingpronunciation.Atthislevel, teachersonlyteachvocabulary,reading, and basic grammar Sometimes, teachers overlook some words because theyarenotsurehowtopronouncethem.Itisforthisreasonthatstudentshavefewopportuniti es to learn pronunciation They often make mispronunciation Itmeans they cannot learn pronunciation by themselves because they are notmotivatedinlearningEnglish.Besides,teacherslackknowledgeaboutcognitiv edevelopment,motivationandattentionisalsoachallengeofteachingpronunciation tostudents.

Intheresearcher’sobservation,studentsstillmakemistakesintheirpronunciati onandteachersstillhavemanychallengesofteachingpronunciation.Althoughmany researchershaveinvestigatedthepronunciationissues that EFL teachers face when teaching English, no study has conductedon challenges faced by high school teachers in Binh Dinh province. For thosereasons,theresearcherdecidestoconducttheresearch“ EFLTeachers’Chall engesinTeachingPronunciationtoYoungLearnersinPhuCatDistrict,BinhDi nhprovince.”

AimandObjectivesofthe Study

Aimsofthe Study

Thepresentstudyaims toexamine EFL teachers’ perceptionsabout thechallengesinteachingEnglish pronunciationtoyoungVietnameselearners.

Objectivesof the Study

- To identify the EFL teachers’ challenges in teaching

- Toidentifythe te ac he rs’ suggested or reportedsolutions to their own problems.

ResearchQuestions

Basedon t h e ai ma n d ob je ct iv es o f thestudy, t hi s r e se a r c h w i l l see k t o answerthe followingresearchquestions:

2 Whata r e thecausesof thechallenges co nfr on te db yEFLt ea ch er s ofteaching English pronunciationtoyoung learners?

Scopeofthe Study

The study will be conducted to find out EFL teachers’ challengesofteaching pronunciation to primary and secondary school students in Phu CatDistrict, Binh Dinh province Due to the limited time, ability and researchconditions, the study focuses only on teaching English pronunciation with twostandard accents predominantly used in English textbooks, they are British RP(Received Pronunciation) and GA(General American), not on other cases ofaccents like CanadianEnglish,Indian English,and soon.

Significanceofthe Study

Theoretically, the study not only helps to perfect the theories about theoryand methodology of language teaching but also proposes some approaches tothechallengesposed bytheteachingofanaspectof alanguage.

Practically,thefindingsofthestudyhelpteacherstobeawareofchallengesthat they face in teaching pronunciation This study also helps them with somesolutionstotheseproblems.Also,curriculumdesigningwillbefacilitatedi n termsofprovidingappropriatetaskstoassiststudentsinthemasteryofEnglishpronunciation.

Organization ofthe Study

Chapter1;Introduction,presents therationale,theaimandobjectives,theresearch questions, the scope, the significance, and the organization of thethesis It states the reason why the author decided to choose this study andprovidesthemethodologyforthefulfillmentofthestudy.

Chapter 2; Theoretical Background and Literature Review, synthesizesandanalysesrelateddocumentsonthetheoryofteachingandle arningpronunciationtoYLs.Alsointhischapter,thepreviousresearchesonchallen ges ofteaching pronunciationtoYLswill bementioned.

Chapter 3; Research Methods, presents the methods that the study ishandled.Italsoshowstheresearchquestions.Additionally,thischaptersupplies the research design and the participants of the study, datacollectioninstruments,and theprocedureofdataanalysisofconductingtheresearch.

Chapter4;FindingsandDiscussions,presents andanalyzesallthecollected datatofindouttheanswerstotheresearchquestions.

Chapter5;Conclusion,gives theresultofansweringtheresearchquestionsandpoints outlimitations aswellas suggestions forfurtherresearch.

Teaching pronunciation and the challenges of teaching pronunciation havegotten a lot of attention from language teachers and researchers in the field offoreign language acquisition Investigations into language learning strategiesattempt to identify, describe, and classify specific language learning strategiesuse by EFL learners to facilitate their own learning This literature review partwillshowthedefinition,featuresandtheimportanceofpronunciationteaching.Thedefi nitionandcharacteristicsofYLsarealsomentioned.Also,thischapterprovides a thorough review of prominent theoretical background on teachingpronunciation to YLs This review is finished with the goal of showing atheoreticalfoundationforaninvestigationintoteachingpronunciationchallenges byteachersinBinhDinhprovince,especiallythesolutionsthathelpthemto solvethechallengesofteachingpronunciation.

Pronunciation

Definition of Pronunciation

Although it can be said that pronunciation is not the most important aspectofFLlearningitneedstobeacknowledgedthatwithoutadequateorintelligiblepronunciati on,wewouldnotbeabletogetourmessagesacrosswheninteractingwithothersinthe FL.Therearedifferentwaysofdefining“Pronunciation”,dependingon thedifferentviews oftheauthors.

According to (Dalton & Seidlhofer, 1994, p.p784 -785) “pronunciation isthe action of producing sounds of speech to communicate a message” For thisreason,possessingagoodpronunciationoftheFLisvitalinoralcommunication In addition, it is important to recognize that foreign languagestudentsmustaimatdevelopingagoodpronunciation,butthisdoesnotm ean thattheyhavetosoundexactlylikeanativespeaker.Rather,FLspeakersneedto be understood in the target language (Celce-Murcia, Brinton, &

Goodwin,1996,p.36).Therefore,thefocusonpronunciationneedstobeconsideredasacrucia l aspect in FL programs since, as research has shown, some errors willprobably never disappear entirely.

Littlewood (1984) asserts that “such errorsareoftendescribedasfossilized,meaningthattheybecomepermanentfeaturesofthel earner’sspeech” (p.34).

Hornby(7 th edition)(2000)definesthat“Pronunciationisthewayinwhicha language or a particular word or sound is pronounced, or it is the way inwhichaparticularpersonpronouncesthewords ofalanguage”(p.1209).

Yates and Zielinski (2009) point out that“Pronunciation refers to how weproduce the sounds that we use to make meaning when we speak It includesthe particular consonants and vowels of a language (segments), aspects ofspeech beyond the level of the individual segments, such as stress, timingrhythm, intonation, phrasing, (suprasegmental aspects), and how the voice isprojected (voice quality). Although we often talk about these as if they wereseparate,theyallworktogetherincombinationwhenspeak,sothatdifficultiesin one area may impact on another, and it is the combined result that makessomeone’spronunciationeasyordifficult to understand”(p.11).

RichardandSchmidt(2010)definesthat“Pronunciationisthewaycertainsound or sounds are produced”(p.469) One of the most important factors indeterminingtheeffectivenessofaconversationis pronunciation.

Harmer (2001) emphasizes that“When we are speaking, we constructwords and phrases with individual sounds, and we also use pitch change,intonation, and stress to convey different meanings”(p.28) The author alsoshowedthatpronunciationisthewaythesoundsofalanguageareproduce d, the way of words and sentences are placed, and the way pitch and intonationareusedto conveyour feeling andmeaning.

Featuresof Pronunciation

As English becomes more widely used for international communication, itis critical that English speakers, whether native or non-native, are able toexchangemeaningefficiently.

Figure1helpsustoknowthefeaturesofpronunciation,whichallowsusto know how pronunciation works and what its constituent parts are Amongthese features, stress and intonation are two important features in English Italso focuses onhow thesoundschangeinconnectedspeech.

AsEnglishincreasinglybecomesthelanguageusedforinternationalcommuni cation, it is vital that speakers of English, whether they are native ornon- nativespeakers,areabletoexchangemeaningeffectively.Infact,inrecent discussions of English-language teaching, the unrealistic idea that learnersshouldsoundandspeaklikenativespeakersis fastdisappearing(Burns,2003, p 20) As explained by Burns (2003, p.20), it is more important that speakersof English can achieve “Intelligibility” (the speaker produces sound patternsthat are recognizable as English); “Comprehensibility” (the listener is able tounderstand the meaning of what is said) and “Interpretability” (the listener isabletounderstandthepurposeofwhatissaid).Thevariousfeaturesthatmakeupthepr oduction ofsounds in English areillustratedin figure2.2:

ImportanceofTeachingPronunciation

Pronunciation plays an important role in communication It decides themeaningthatspeakers wantlistenersto know.

On the word of Tench (1981, p.1), pronunciation is not an optional extrafor the language learner, any more than grammar, vocabulary or any otheraspect of language is If a learner’s general aim is to talk intelligibly to othersin anotherlanguage,areasonablepronunciationinimportant.

As stated by Elliot (1995, p.p 530-542), pronunciation is one of the mostimportant features of an individual’s speech, but a lot of teachers do notexplicitly teach it It is seldom taught by teachers in the foreign languageclassrooms In addition, it is one of the most difficult challenges that languageteachersandlearnersface.Ifteachersunderstandthecharacteristicsthatimpacttheir learners’ pronunciation, they can effectively improve their instruction toincreasethe accuracyof theirlearners’pronunciation.

23),whenspeakerstalktootherpersons,thefirstthingthatcancreategoodimpressionabou tthequalityoftheirlanguageabilityistheirpronunciation.Badandincomprehensiblepro nunciation will make misunderstanding for both speakers and listeners.Moreover, learners with limited pronunciation skills lose their self- confidenceand resultinnegativeimpact forlearners to assesstheirabilities.

AsindicatedbyFraser(2000,p.7),pronunciationhasanimpactonspeakerswho are judged by others, and it is the most challenging skill to learn. Fraser(2000,p.7)statesthatpronunciationisthemostimportantoralcommunicationskill. Miller (2004) believes that pronunciation should be balanced with all ofthe other communication skills. Miller maintains that teachers have a big rolein developing this important skill According to Fraser (2000, p.7), being ableto speak English involves certain subskills such as vocabulary, grammar, andpragmatics.However,themostimportantoftheseskillsispronunciation.Withacceptabl e pronunciation, a speaker’s speech can be understandable despitehaving other mistakes; with bad pronunciation, his/her speech would be verydifficult to understand, despite being accurate in other areas Julia (2002, p.8)stated that pronunciation is one of the basic skills and the foundation of oralcommunication for EFL learners.

Gelvanovsky(2002,p.2)declaredthatpronunciationhasahighsocialvalueandshoul dbelinkedtoattributessuchasintelligence,professionalcompetence, hard work, and social benefit Pronunciation is the most essentialattributeofnon- nativespeakerssinceitoffersinformationabouttheirgeographicalandsocialqualiti es.

Goodpronunciationcanmakeindividualsunderstanduseasily.Badpronunciat ion can confuse persons and lead to an unfavorable talking andmisunderstandingevenifweuseadvancedgrammarorvocabulary.Consequen tly, we can use simple words or grammatical structures to makepeople understand us but we cannot always use simple pronunciation (Lund,2003).

As stated by Wei (2006, p.22), pronunciation takes a special position inEnglishlanguagelearning;therefore,EFLlearnershavetoimprovetheirpronunciatio nsinceitinfluencesdirectlytheircommunicativecompetence.Hefurtherhighlightsthatany lackinspeakingskilllimitsthelearners‟communicative ability because it is the first thing that is evaluated from aperson’s speech.

Yates and Zielinski (2009, p.19) point out that pronunciation is importantbecause it does not matter how strong a learner's vocabulary or grammar is ifno one can hear them when they speak A learner must also have a practicalknowledge of the sounds, rhythms, and cadences of English, as well as howthey fit together in connected speech, to be understood. Learners with goodpronunciation will be understood even if they make mistakes elsewhere, butthose with confusing pronunciation will stay unintelligible even if they use alargevocabularyandperfectgrammar.Furthermore,peoplearelikelytoconcludethe ydon'tspeakEnglishwell,andevenworse,thattheyareincompetentor unintelligent.

Theaimofteachingpronunciationtolearnersisnottoaskthemtopronounce like native speakers Instead, intelligible pronunciation should bethe real purpose of oral communication.As spoken by Pourhosein

Gilakjani(2012,p.126)statedthattheabilityofspeakerstospeakEnglishcanbejudgedbas ed on their own English pronunciation Pronunciation issues can have anegativeimpactonaperson'slanguageability.Mispronunciationcausesmisunder standings and can stymie communication On the contrary, goodpronunciation allows listeners to judge speakers’ language ability easily andeffectively,even ifthey make numerous grammaticalerrors.

According to Jones (2018, p.p 370-384), pronunciation is an importantaspectof effective oralcommunication.

YoungLearnersandTheirCharacteristics

Definition ofYoungLearners

As far as we concerned, there are many definitions regarding the younglearners Richard and Schmidt (2010) define that“in language teaching,childrenofpre- primaryandprimaryschoolage”(p.643).Phillips(1993,p.3)definesthat“YoungLea rnersasthoseagedbetweenfiveandtwelveyearsold”.As being defined by Scott and Ytreberg (1990, p.1), they classified younglearnersintotwogroups:leveloneisforchildrenaged5-

10yearsold.AccordingtoSlatterlyandWillis(2001,citedinShin2007,p.4),YLarethestude ntsoftheelementaryschoolfromtheageof7-12yearsold.

Fromthedefinitionsofsomeprominentauthorsmentionedabove,itcanbeseen that YL is a relatively small age group, ranging from 5-12 years old, andmostofthembelongtoprimaryandsecondaryschools.Inthisstudy,theauthoralsoc o n d u c t e d a s t u d y o n c h a l l e n g e s o f t e a c h i n g E n g l i s h p r o n u n c i a t i o n b y teacherstoyoung students,YLsa r e students whoagesrangefrom5to15.

CognitiveDevelopmentofYoungLearners

Even a few years of age difference in children means significant progressin their physical and cognitive development “As children mature, they bringmore intellectual, motor, and social skills to the classroom, as well as a widerknowledge of the world” (Philips, 1993, p.3) When we compare YLs withVeryYoungLearners,learnersagesseventotwelvearereasonablymaturewithan adultside and ajuvenile side(Scott andYtreberg,1990,p.1).

They also pay attention to language development: “Children aged eight totenhavealanguagethathasallofthebasicpiecesinplace.Theyareproficientintheirmoth ertongueand,asaresult,arecognizantofthemainrulesofsyntaxintheirnativelanguages”( ScottandYtreberg,1990,p.1).However,evenwhenusing mother tongue, teachers cannot rely on the spoken word only Theirspeechshouldbesupported byvariousvisualaids,objects,andrealia.

What children can or cannot do at different ages is related to both theirphysical and cognitive development Most of these changes occur during theprimary school years (Philips, 1993, p.3) stated that“the years atprimaryschool are extremely important in children’s intellectual, physical, emotional,and social development They go through a series of stages, progressivelyacquiringskillsthat arethoughtnecessarybythesocietytheylivein”

MakingtheMatch”,CurtainandPesolacitedthestatementofWadsworth,whostudiedP iaget'sdevelopmentalstagetheory:“Thechilddevelopscognitivelythroughactiveinvo lvementwithenvironment,andeachstep- indevelopmentbuildsonandbecomesintegratedwithprevioussteps.”Becausetwoof thefourdevelopmentalstagesusuallyoccurthroughoutprimaryschool,languageteache rsworkingwithchildrenshouldbeawareofthefeaturesof eachcognitivestage”(Curtainetal,1988,p.138).

According to (Curtain et al, 1988, p.138), the stage of concrete operationinvolves children aged seven to eleven They can gradually apply logicalthinking to concrete issues throughout this time Learners may be able to workeffectively with their peers, but they may be hesitant to interact with childrenof the opposite gender. They learn best through practical learning experienceand the use of context. The stage of formal operations is the final level, whichcomprises youngsters aged eleven to fifteen years old and older Children'scognitive structures are fully matured throughout these years, and they canapplylogicalthinkingtoawiderangeofchallenges.Atthisage,havingastrongself-image, positive relationships, independence, and a sense of belonging to apeergrouparenecessary.

Piaget'scognitivedevelopmenthypothesisisessentialnotonlyforlanguageteachingb utforallteaching.Piagetbroughtusclosertochildrenandhelpedusbettercomprehendtheir worldby distinguishingdevelopmentalphases.

ChallengesofTeachingPronunciation

TeachingPronunciation

Thequestionofhowtoteachpronunciationhasattractedscholarlyattentionin order to design methods and teaching techniques Some experts in languageteaching claim that teachers have to set their learners in real communicativesituations through providing students with cues from native speakers‟ speech,sothatithelpsthemincatchingtheappropriatepronunciationanddevelopstheauditorys id ebecause m a n y E F L learners fin di t d i f f i c u l t y i n understanding native speakers Thereby, learners move from concentrating on how to imitatethe native speakers‟ accent, which is impossible to achieve at their age, intocreating their own English On the other hand, some experts prefer to use thelearner- centeredapproach.Thelatterattemptstoteachlearnerstopracticewhatthey need in real life situations; for this reason, teachers can depend on it todevelopteachingtechniquestocommunicatewithlearnersinawaythatcanbehelpful to teach them correct pronunciation Henceforth, they can develop acritical thinking in their learners that guides them to select what is appropriatetoimprovetheirpronunciation.

Accordingly, Morley (1991, p.p 51-74) observes that the ultimate goal ofpronunciation is the ability to communicate in a realistic situation and beingunderstood by other speakers, i.e., “with good pronunciation, a speaker isintelligibledespiteothererrors;withpoorpronunciation,aspeakercanbeverydifficulttou nderstand,despiteaccuracyinotherareas”Fraser(2000,p.7).

In the same of view, Tench (1981, p.1) believed that pronunciation is notanoptionalextraforthelanguagelearner,anymorethangrammar,vocabularyoranyo theraspectoflanguageis.Ifalearner’sgeneralaimistotalkintelligiblytoothersin anotherlanguage,areasonablepronunciationin important.

Phonological Systemsof Englishand Students'the firstlanguage14 2.3.3 ChallengesfacedbyTeachersofTeachingPronunciation

Several works have been conducted on the influence of L1 in learningEnglishlanguage.

Wilkins (1972, p.199) observes that when learning a foreign language, aperson is already familiar with his/her mother tongue, and it is this which s/ hetriestotransfer.Thetransfermayprovetobeacceptablebecausetheconstruction of the two languages is similar - in that case we get

“positivetransfer”or“facilitation”-oritmayprovebaselessbecausethestructureofthe twolanguagesisdissimilarinthatcaseweget“negativetransfer”or“interference”.

Second language learners appear to accumulate structural entities of thetarget language but demonstrate difficulty in organizing this knowledge intoappropriate, coherent structures When speaking the target language, learnerstend to rely on their native language (L1) structures to produce a response Ifthe structures of the two languages are distinctly different, then one couldexpect a relatively high frequency of errors to occur in L2, thus indicating aninterference of L1 on L2 Dulay et al (1982, p.25) defines interference as “theautomatic transfer, due to habit, of the surface structure of the first languageonto the surface of thetargetlanguage.”

Bertrán(1999,p.p103-130)indicatedthatEnglishisastress- timedlanguagethatemphasizesstress,intonation,andrhythmmorethanotherlang uages Because of the various system, it is difficult for students whose L1is a syllable-timed language - such as French, Turkey, Singaporean English,MalaysianEnglish,andIndonesian-tofollowEnglishpronunciation.

Insyllable-timedlanguage,GilakjaniandAhmadi(2011,p.p74-83)named“all syllables are nearly equally stressed, vowel reduction does not occur, andall syllables appear to take the same amount of time to utter”.And as we allknow;Vietnameseisalsocalledthesyllable-timedlanguage.

Foote et al (2011, p.p 1-22) showed that teachers do not like or neglect togivepronunciationinstructionsbecausetheybelieve“listening- speaking,grammar,reading,andwriting”aremoreimportantthanpronunciation.Forei gnlanguagei n s t r u c t i o n g e n e r a l l y f o c u s e s o n f o u r m a i n a r e a s o f d e v e l o p m e n t : listening, speaking reading and writing Foreign language curricula emphasizepronunciation in the first year of study as it introduces the target language’salphabetandsoundsystem,butrarelycontinuesthisfocuspasttheintroductorylevel.La ckofemphasisonpronunciationdevelopmentmaybeduetoagenerallackoffervoronthep artofthesecondlanguageacquisitionresearchers,secondlanguage teachers and students, that pronunciation of a second language is notvery important (Elliot, 1995, p.p 530-542) Pennington (1994, p.p 92- 108)maintains that pronunciation which is typically viewed as a component oflinguisticratherthanconversationalfluency,isoftenregardedwithlittleimportance in a communicatively oriented classroom (Elliot, 1995, p.p 530-542).

542),teacherstendtoviewpronunciationastheleastusefulofthebasiclanguageskillsa ndthereforetheygenerallysacrificeteachingpronunciationinordertospendvaluableclasstim eonotherareasoflanguage.Ormaybe,teachersfeeljustifiedneglectingpronunciati on believing that for adult foreign language learners, it is moredifficult to attain target language pronunciation skills than other facets ofsecondlanguageacquisition.Teachersjustdonothavethebackgroundortoolstoproperlyt eachpronunciationandthereforeitisdisregarded(Elliot,1995,p.p530-542).

According to Derwing (2008, p.p 347-369), it is so difficult to obtainreference pronunciation materials that are acceptable for students’ learning.Itis not difficult to get grammar or reading than pronunciation references.

Manypronunciationmaterialsfocusprimarilyonsegmentalcharacteristics(phone mes),ignoringsuprasegmentalelements(syllable,wordstress,phrasing,intonation,andsoo n).

Nangimah (2020, p.p 24-39) stated that “It is difficult for teachers to getsuitablematerialsiftheavailabletextbooksonlyprovidesegmentalfeaturesyettheirw orkloadisexcessive.LetusseeacaseofEnglishteachersatSeniorHighSchoolinIndonesia.Th eyhave42-hour-teachingactivitiesand10-hour-administration job per week.

They also have family and children to concernabout.Englishteachersshouldprepareteachingmaterialsbythemselvesiftheywant to teach pronunciation due to the lack of its material in textbooks TheEnglish textbooks provided by the ministry of education that we used onlyprovidewordlistalongwithitsphonemes.Someteachersdonothaveachanceto prepare suitable pronunciation materials for students; others prefer to focusonskillsneededforfinalexamination.”

PreviousStudies

Researches on the problems and challenges of teaching pronunciation tolearners havebeenconductedbymany researchers.

Tergujeffetal(2013,p.57)conductedaresearchontheEnglishpronunciation teaching in Europe named “Learner Perspective on EnglishPronunciationTeachinginanEFLContext”.Anonlinesurveywith57quest ions was conducted from February 2010 to September 2011 with theparticipants of 843 informants from 31 European countries The data wascollected with the help of LimeSurvey, SPSS version 19 and Microsoft Excel.The most interesting findings come from questions about teacher training,teachingmaterials, teaching phoneticsymbols, and pronunciationmodels.According to the survey, teacher training in Finland does not provide

EFLteacherswithappropriatetoolsforteachingpronunciation,insteadfocusingontheir own pronunciation skills Furthermore, there may have been a shift in anegativedirection,asyoungerteachersappeartovaluetheireducationlessthanmoreexperi encedones.Whenitcomestoteachingmaterials,textbooksand other traditional materials are still the most commonly used by teachers, butwebsites are also frequently mentioned by teachers The teachers also appearto have discovered ways to use websites that are not specifically designed forlanguage learning According to the findings of this study, teaching phoneticsymbolsappearstobeacontentiousissueinpronunciationinstruction.Intheir responses to open-ended questions about teaching learners to recognize andwrite phonetic symbols, respondents expressed opposing views, with someseeing it as an essential skill for a language learner and others seeing it as asourceof confusioninthe learningprocess.

Another study on the difficulties in teaching pronunciation done by Daff - Alla(2017,p.p75-82)onthetopic“DifficultiesEncounteredbyEFLStudentsin

LearningPronunciation:ACaseStudyofSudaneseHigherSecondarySchools”,inthes tudy35studentsand50teacherswererandomlyselectedfromdifferent schools in Northern Kordofan State to answer the questionnaire Thedata was collected via the questionnaire and the recording test, which weredesignedtoprovideanaccurateassessmentofthedifficultiesthatEFLteachersandstud entshaveinacquiringpronunciation.Thefindingsrevealedthatstudents face numerous challenges when learning pronunciation, includingstressandintonationbeingthemostcommonissues, themothertonguehavinga negative impact on the pronunciation process, and the syllabus requiringnumerous changes toaccommodatelearning pronunciation.

In a conducted study by Loc & Newton (2020, p.p 1-20) on the topic"PronunciationTeachinginTertiaryEFLClasses:VietnameseTeachers'Beli efs and Practices" In the authors' view, previous studies on English as aSecond Language (ESL) contexts have shown that pronunciation teaching isunderestimatedandoftenoverlookedeveninpublishedtextbooksandclassroom p r a c t i c e b y t e a c h e r s , d e s p i t e g r o w i n g r e s e a r c h e v i d e n c e o n t h e effectiveness of structured phonics instruction Therefore, Nguyen & Newton(2020, p 1-20) expanded their research on this topic to the context of Englishas a Foreign Language (EFL) which has not been clearly analyzed so far,namely tertiary level EFL in Vietnam This study investigated on the beliefsand pronunciation teaching practices of six EFL teachers at a Vietnameseuniversity.Thedataincludesnonparticipatingobservationsandvideor ecordingsoftwelve45-minuteEFLlessonstaughtbytheseteachers.Classroom observations were followed by individual interviews involvingstimulating recall and general questions about beliefs and attitudes related toteaching pronunciation The interviews were transcribed and translated intoEnglishforcontent- basedanalysis.Theresultsshowthatteachers'pronunciation teaching is often unplanned and reactive, involving correctivefeedbackthroughre-readingand/orpromptinginresponsetolearners'pr onunciation errors for segmentation features Research has also shown thatteachers'lackofinitialtrainingandspecializedlearningopportunitiesinpronun ciation pedagogy and contextual factors seem to have limited theirpronunciation teaching.

More recently, in Vietnam, many studies have been carried out to find outthe challenges of teaching pronunciation that teachers face both segmentallyand suprasegmentally.

Some studies have shown that learners' caution can pose another challengetopronunciationpedagogyinanAsiancontextlikeVietnam.Thischaracte risticstemsfromaculturalandeducationaldiscoursewherequestioningolderpeoplean dauthorityfigurescanbeseenassociallyinappropriatebehavior.Asaresult,wheninv estigatinglearners'perceptionsofpronunciation feedback, Phuong and Phuong (2019) found thatVietnameselearnersareafraidtoaskteachersforhelpwithaspectsofEnglishpronunciation that they are currently learning Need help And this can also be seen as a bigchallengefor teachers.

Teaching in Vietnam: Teachers’ Beliefs and Practices", InVietnam, English pronunciation is often avoided or poorly pronounced Thefactors that may contribute to this avoidance, however, have not been studiedto date The extent to which Vietnamese teachers respond to these difficultiesremainslow.Althoughthisknowledgeisextremelyimportanttoinform educationaladministratorsandpolicymakersaboutthesupportteachersshouldbeprovide dtoimprovepronunciationpedagogyinVietnamandsimilarcontexts,but teachers'reasons forthis havenotbeen considered.

Thedataforthisstudywasgatheredthroughdocumentanalysis,classroomobservat ions,andinterviewswithteachers and students as part of a larger research effort The study was donewith 14 teachers and 24 students to join in the research The qualitative datawas analyzed by using the content-based approach to collect data The findingof the study revealed a number of problems According to them pronunciationisthemostimportantskill,andtheypointedoutthechallengesinteachingandlea rning pronunciation faced both segmental and suprasegmental features,including intonation, final sounds, linking, sentence stress, and long and shortvowels.Thestudentsexpressedastrongdesireforpronunciationinstructiontobe included as an essential component of English learning It is likely thatVietnameseEFLteacherswillsupportfromcombiningpronunciationintotheirlanguagecl assroomsatalllevels.

- To investigate the challenges faced by EFL teachers of teachingpronunciation.

- Tod e t e r m i n e the causeso f challengesf a c e d b y EFL oft e a c h i n g pronunciation.

The research aims to examine the challenges that teachers face of theirteaching English pronunciation to Young Learners Based on the foregoingexplanation,thefollowing research questionswill beaddressed:

ResearchMethods

A mixed methods approach was used in this study For this study, theresearcher collected quantitative data from the questionnaire and then used theinterviewfindingsasqualitativedatatobackupthequantitativeresults.Fortheinterview, after completing the survey questions, a number of teachers wereselectedtoansweraninterviewquestionsrelatedtothesolutionstothechallenge softeachingpronunciation.Forabsoluteconfidentiality,theanswerswerecarefullyrecord edtoensurethattheinformationprovidedbytheintervieweeiscomplete andaccurate.

Asurveyquestionnairewasdesignedtocollectquantitativedata.Tocollectqualitative data, the semi-interview was conducted The respondents werechosen based on their teaching experience of teaching students at schools.Therefore, they were able to provide feedback on their experience in teachingpronunciation Their practical teaching experience is of benefit to this studybecausetheyhelptosharetheirthoughtsandexperiencerelatedtotheteachingofpro nunciationtostudents.

Participants

This mixed method research was carried for the teachers at Phu Cat- basedschools.Theparticipantsofthestudywere120teachers,agesrangingfrom23to5

0 f r o m t h i r t y s c h o o l s w h o w i l l b e r a n d o m l y s e l e c t e d T h e p a r t i c i p a n t s consisted of 20 male teachers (16,7%) and 100 female teachers (83,3%),whoall have Bachelor’ degrees in English Language Teaching Education and havebeen teachingat HighSchoolfrom threetothirtyyears.

DataCollectionInstruments

Inthisresearch,asurveyquestionnairewasdesignedtoexaminethechallenges frequently faced by teachers as data collection instrument sinceusing survey questionnaires is one of the most common methods of collectingdatafromalargegroupofparticipants.Oneofthemostsignificantadvantage sof survey questionnaires is their capacity to provide researchers with a largeamountofvaluabledatainashortperiodoftime(incomparisonwithindividualinterview). Another advantage of utilizing questionnaires is that they may besent in a variety of ways, including by email, phone, and hard copy, giving theresearcheralotoffreedominthedatacollectionprocess.Lastbutnotleast,allpersonal information in the survey questionnaires will be kept private so thattheinformantswillbeabletoprovideaccurateresponses.Asaresult,themajorinstrument utilizes in this research will be a questionnaire, which will bedetermined to be the best technique to determine the challenges in teachingpronunciation inourcontext.

Thequestionnairewasdividedintotwoparts(Internalchallengesofteaching pronunciation and External challenges of teaching pronunciation).The participants are asked to identify each statement related to the challengesthat they face in teaching pronunciation to Young Learners These items wereclassifiedonafive-point Linkertscalelike(1)stronglydisagree;(2)disagree;(3)undecided;(4)agree;(5)stronglyagree.Inordertocreatethebestpossiblequestionnaire for the survey, The 5-point 6-item questionnaire, which wereadaptedfromthestudybyHayatiA.Majid(2008)andNorbazilaMohdAsikin(2020) wasconducted.

Thequestionnairewasusedtocollectquantitativedataandsemi- structuredinterviewsareusedtogatherqualitativedata.Theresearcherconductedinterv iews withthe participants The interviews were semi-structuredandinformal. The questionnaire was designed in the respondents’ native language.During the interview, the researcher used the participants’ mother tongue toprovidetheparticipantswiththeopportunitytoexpresstheirownideas.

A pilot study was conducted to evaluate the validity of the interviewquestionsandthequestionnaireinansweringthestudy'sstatedresearchqu estion Additionally, it was done to make sure that the respondents couldunderstand the questions on the questionnaire and in the interview In the pilotstudy, ten teachers were given the questionnaire and conducted interviews.After receiving feedback from the respondents, changes were made to thequestions to further improve their clarity The changes mostly focused on theappropriatenessofthelanguageusedinthequestionnaireandinterviewquestion s.

DataAnalysisProcedure

After the survey questionnaire was collected, the answers were analyzedwiththehelpofasoftwarepackage,the“StatisticalPackageforSocialSciences(SPSS) With the interview, the researcher used digital tools to record theparticipants’answersortakenoteinanotebook,andthedatawereanalyzedbyusingquali tative dataanalysis.

ChallengesfacedbyEFLteachersofteachingEnglish pronunciationtoyounglearners

Through the analysis of the collected data, the author finds that teachersface a number of identified challenges and the magnitude of these challengesisshownin table4.1.1;table4.1.2andtable 4.1.3below.

Table 4.1: Challenges faced by EFL teachers of teaching English pronunciation toyounglearners

S tr on gl y A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl y T O T A L

Internal 2.Lackof challengesof pronunciation 22 59 14 10 15 120 teaching knowledge pronunciation 3.Lackof pedagogical 28 25 30 21 16 120 knowledge

External 5.Lackofteaching challengesof materialsand 22 15 25 22 36 120 teaching resources pronunciation 6.Priority in teaching 32 38 16 17 17 120

S T A T E M E N T S C au se st oc ha llen ge S tr on gl ya gr ee (5 ) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl yd isa gr ee (1) P E R C E N T A G E (% )

1.Lackof in pronouncing % % % % % confidence wordsproperly

2.2.Otherideas 0% 0% 0% 0% 0% 0% challenges knowledge ofteaching 3.1 Students’

% pronunciat reluctance to 38 43 10 100 ion speak during % % % % lessons

S T A T E M E N T S C au se st oc ha llen ge S tr on gl ya gr ee (5 ) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl yd isa gr ee (1) P E R C E N T A G E (% )

8 4.Lackofti % me for teachingEnglish is not enough

Accordingtotheresultsoftable4.1,table4.2,andtable4.3,"thechallengesfacedbyEF LteachersofteachingEnglishpronunciationtoYLs".Thecriterion“C5: Lack of teaching materials and resources” is rated the lowest average“2.71”, the criterion “C2: Lack of pronunciation knowledge” is rated thehighest average “3.53” In addition, statistics also show that the variable withthehighestvalueis"5:Stronglyagree",whilethevariablewiththelowestvalueis "1: strongly disagree" Among the options in the scale stated, the choice issaid to appear the most "4: Agree " with causes C1: Lack of confidence; C2:Lack of pronunciation knowledge;

C4: Lack of time; C6: Lack of

Priority,whichmeansthatamongthereasonsidentifiedaschallengingforteachers,then C1, C2, C4, C6 got the most "4: Agree" Similarly, "C4: Lack of time " ischosen by many people with the

"1: strongly disagree”, and "C3: Lack ofpedagogical knowledge " is chosen by the most people with the "3: Unsure".According to the statistics table,

"C4: Lack of time" has the highest standarddeviation of "1.49", conversely,

"C1: Lack of confidence" has the loweststandard deviationof"1.23".

Internal challenges of teaching pronunciation

1 Lack of confidence 2 Lack of pronunciation knowledge

Discussiononquestions1:WhatarethechallengesfacedbyEFLteachersofteaching Englishpronunciation to young learners?

Based on the results collected from the first question, it can be seen thattherearetwotypesofchallengesthatteachersfaceofteachingEnglishpronuncia tion,whichareinternalchallenges(includinglackofconfidence,lackof adequate knowledge and pedagogical problems) and external challenges(including lack of time, lack of teaching materials and resources and lack ofpriority inteaching).

In terms of internal challenges, it comes from the internal factors of theteacher, including self-confidence and lack of pronunciation knowledge. Inaddition, the lack of pedagogical knowledge from teachers also contributes tocreatingdifficultiesforteachersin teaching English pronunciation.

Regarding the lack of confidence, 57% of trainee teachers (agree andstronglyagree)believethattheymayhavehaddifficultyinlearningpronunciati on and therefore, they may be hesitant to re-teach their studentsaboutthepronunciation.Also,thispointofviewwassupportedbytheprevious studies by some of the researchers such as Gilbert (2008), Mak (2011) andFarrell&Yang(2017,p.p1-14)thatthelackofconfidenceinteachingpronunciation may stem from the pronunciation hole they experienced duringtheir schooling Moreover, the trainee teacher also confirmed that, they areafraid of mispronouncing some words during the teaching process (64%), theyare really worried about their pronunciation intonation As studied by Fraser(2000) and Couper (2016), The lack of confidence in teaching pronunciationcan stem from the training received by trainee teachers, it is possible that poorqualitytraininghasanimpactontheirconfidencelevelwhenteachingpronunciati on Besides, Fraser (2002) stated that, teachers’ trainee may not beconfident in their ability to teach pronunciation for students because they maynot have received enough knowledge of how to speak and pronounce thelanguagecorrectly.

Asfortheinternalchallengeinteachingpronunciation,up67%ofteachersbelievedt hattheshortofpronunciationknowledgecausesthebiggestchallengetotheirteachingEng lishpronunciation.AsstudiedbyEgwuogu(2012),studentsmaymisunderstandale ssoniftraineeteachersconveyincorrectintonationandstress.Therefore,itisextremelyi mportanttoteachtheintonation and stress correctly, training teachers need to be trained in correctpronunciationtobeabletoteachstudentshowtopronouncecorrectly.Andthiscan also be the main reason causing difficulties in teaching pronunciation tostudents,because 67%ofthem agreed with this.

The third and quite important internal challenge faced by the respondentsis the lack of pedagogical knowledge, which is the specialized knowledge ofteachersforcreatingeffectiveteachingandlearningenvironmentsforallstudents.Findingsinthisstudyshowthatupto44%oftraineeteachersperceivethedifficultiesint eachingpronunciationasaresultofalackofpedagogical skills.Teachingpronunciationrequiresteacherstodemonstratestandardpronunci ationtostudents,however,byfocusingonprovidingcorrectpronunciation, teachers can sometimes give unclear instructions to students orthetheoreticalinstructioncreatesboredomforstudents.Teachersshouldtherefore notbeabletorelysolelyonnativespeakerpronunciationfordelivering instruction during the learning process because they have differentaccents and cultures, which may not be suitable for students in the classroomenvironmentinVietnam.Traineeteachersshouldlookforthesuitabletec hnique that can create the interesting environment to motivate students inlearningEnglishpronunciation.AsstudiedbyNdung’u(2013,p.1-16),students at schools have little chance to practice and use English in their dailylives. Therefore, the teaching pronunciation is less effective when students donothavetheopportunitytopracticeinreallifesituationitanditisalsodifficultforthemtore cognizethepronunciationtaught.

To sum up, among the challenges mentioned above, the survey shows thatthe lack of pronunciation knowledge accounts for the largest proportion ofmaking it difficult for teachers in teaching English pronunciation Whereas,lack of confidence accounts for 57%, followed by the lack of pedagogicalknowledge.

External challenges of teaching pronunciation

4 Lack of time5 Lack of teaching6 Priority in teaching materials and resources

External challenges in teaching pronunciation

Regardingtheexternalchallengesofteachingpronunciationfacedbytrainee teachers, which consists of lack of time, lack of teaching materials andresources and lack of priority in teaching, up to 59% believed that they haveproblems in lack of priority in teaching followed by lack of time (52%) andlack ofteaching materialsandresources (31%).

The English learning environment in Vietnam also focuses a lot on theoryandgrammar,soitisquitenormalthatupto59%oftraineeteachersthinkthatteachin g pronunciation is not a priority in their English learning program andthepronunciationisonlyconsideredasasub-skillbelowspeakingskill.Trainees even believe that teaching pronunciation is not as important as othercomponentsoftheEnglishlanguage.AsstudiedbyVarasarin(2007);GrimandStrum

(2016), they also agreed with the point that, trainee teachers think thatteaching pronunciation is not as important as other components of the Englishlanguage From the research results, it can be seen that the new teachersthemselvesa r e n o t s u r e a b o u t t h e i m p o r t a n c e o f E n g l i s h p r o n u n c i a t i o n f o r students and therefore, do not practice to improve this English pronunciationskill for themselves Agreeing with this point of view, the research by Gilbert,(2008) has shown that teachers only give priority to training the factors beingtested inexams.

Another external challenge faced by respondents was time constraints.Research results show that up to 52% of trainee teachers think that they do nothaveenoughtimetoteachpronunciationtostudentsandthiscreatesdifficultiesfor their pronunciation teaching This finding is also in agreement with thestudiesofBaker(2001)andGeorgios(2019),timeconstraintsareanimportantchallengein teachingpronunciationbecauselearningthecorrectpronunciationrequires teachers to have a lot of time to guide students in learning andpracticing In addition, class size can also be a challenge, with 30-35 studentsin a class, it is completely impossible for teachers to assess each student'spronunciationskillswiththelimitedtimetheyhave.Therefore,teachingpr onunciation to students in a short period of time can be quite difficult forteacher trainees and this is also agreed by Darcy et al (2012, p.p 93-108) in hisstudy.

Inthisstudy,lackofteachingmaterialsandresourceswasthethirdtypeofexternal challenge faced by respondents Based on the research results, themajority of respondents (31%) agree that it is quite difficult to find teachingmaterialssuitableforstudents'level.AlthoughEnglishtextbooksalreadyhav epartialphoneticannotationshighlightingcertainvowelsandconsonants,itdoesnotfull ycoveralltextbooktopics,whichmaynotbesufficientforstudentsandteachersin theprocess ofteaching andlearning pronunciationinclass.

Inaddition,althoughthereisaCD-ROMincludedwiththecurriculum,dueto the lack of classroom teaching aids such as projectors and computers, inmanycasesthisCD-ROMcanbedifficulttouse.usedforclassroomteaching d is ag re e( 1) purposes In addition, most schools are not equipped with soundproof rooms,sometimespronunciationsoundsaremixedwithothernoises,causingdiffic ulties for students in receiving phonetics Therefore, if equipped withappropriatematerialsandfacilities,teachingpronunciationcanbemoreeffecti ve and this is also the same opinion in a study by Brown (1992) Hepointed out that the lack of teaching materials can affect the effectiveness ofteaching pronunciation to students If supported by better teaching materialsandconditions,studentswilllearnpronunciationskills effectively.

Causes for the challenges faced by EFL teachers of teachingpronunciationtoyounglearners

Through the analysis of the collected data, the author found the causesleading to the challenge of teaching pronunciation as well as the extent of theabovecauses.Specificinformationwillbeshownintable4.2.1;table4.2.2andtable4.2.3 below.

Table 4.4: Causes for the challenges faced by EFL teachers of teaching pronunciationtoyoung learners

S T A T E M E N T S C au se st oc ha llen ge S tr on gl y ag re e( 5) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl y T O T A L

1.1.Afraidof making mistaketo Internal challenges ofteaching

1 Lack ofconfidence pronouncethe words properly

2.Lackof 2.1 28 32 22 15 23 120 d is ag re e( 1) THEME

S T A T E M E N T S C au se st oc ha llen ge S tr on gl y ag re e( 5) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl y T O T A L pronunciationkn owledge

Confusion inpronouncingthe words correctly 2.2.Other ideas 0 0 0 0 0 0

3.1.Students’rel uctance tospeak duringthelear ning process

Students’inabilit y tofollow thepronunciati on lessons

S T A T E M E N T S C au se st oc ha llen ge S tr on gl y ag re e( 5) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl y T O T A L suitablefor thestudents 5.2.Other ideas 0 0 0 0 0 0

Table 4.5:Causes of the challenges faced by EFL teachers of teaching pronunciationtoyoung learners

S tr on gl ya gr ee (5 ) A gr ee (4 ) U n su re (3 ) D is ag re e( 2) S tr on gl yd is ag re e (1 ) P E R C E N T A G E ( % )

Internal 2 Lack of challengesof pronunciation 18% 49% 12% 8% 13% 100% teaching knowledge pronunciation 3 Lack of pedagogical 23% 21% 25% 18% 13% 100% knowledge

External 5 Lack of challengesof teaching teaching materials and 18% 13% 21% 18% 30% 100% pronunciation resources

Table 4.6: Causes for the challenges faced by EFL teachers of teaching pronunciationtoyoung learners

Inthefirstquestion,wehavejustoutlinedthedifficultiesthatteachersfaceduringthepro cessofteachingpronunciationtostudents.Inthenextquestions,we'lldig deeperintowhat causes theseproblemsorchallenges.

AccordingtotheresultsofthestatisticstableshowninTable4.6on"Thedataanalysiso fthemostchallengescausetotheEFLteachersofteachingEnglish",thecriterion"CC5:Tea chingmaterialsarelimitedandnotreallysuitableforthestudents“isratedthelowestaverage"2. 76",criterion“CC6:Teachingpronunciation is not prioritized” is rated with the highest with “4.33%”.

Inaddition,statisticsalsoshowsthatthehighestvalueis"5:Stronglyagree",whilethe lowest value is "1: Strongly disagree", especially for the variable

"CC6:Teachingpronunciationisnotprioritized",thisvariablehasthelowestvalue"2:Disagre e".Intermsofstandarddeviations,"CC2:Confusioninpronouncingthewords correctly" has the highest standard deviation of "1.44", while "CC6:Teaching pronunciation is not emphasized in school " has the lowest standarddeviationof"0.8".Regardingthecausesofteachers'challengesanddifficulties,the majoritychosethescale"4:Agree"forthecauses"CC1:Afraidofmaking

1.1 AFRAID OF MAKING MISTAKE TO PRONOUNCE THE WORDS PROPERLY 1.1 OTHER IDEAS, PLS SPECIFY

Strongly agreeAgreeUnsureDisagreeStrongly disagree mistake to pronounce the words properly; CC2: Confusion in pronouncing thewordscorrectly;CC3.1:Students’reluctancetospeakduringthelearningprocess, CC3.2:Pronunciationpractice;CC3.3:Students’inabilitytofollowthepronunciation lessons".Meanwhile,thescale"5:Stronglyagree"ismostchosenfor the cause "CC4: Time given for teaching English is not enough;

CC6:Teachingpronunciationisnotemphasizedinschool";scale"3:Unsure"ismostch osenforcause"CC5:Teachingmaterialsarelimitedandnotreallysuitableforthestuden ts”.

DiscussiononQuestion2:WhatarethecausesofchallengesconfrontedbyEFLteachers of teaching EnglishpronunciationtoYLs?

Figure 4.3: Causes of the challenges faced by EFL teacher of teaching pronunciation -

2.1 CONFUSION IN PRONOUNCING THE WORDS CORRECTLY 2.2 OTHER IDEAS, PLS SPECIFY

While the percentage of the teachers agree with this point of view is thehighest,with35%,thatofthosewhostronglydisagreedisthelowest,withjust6%. The proportion of teachers who strongly agree with this idea is 29%, butthat of those who were unsure about it is much lower (with 21%) Just 10% oftheteachersdisagreedwiththisidea.

While the number of teachers who disagreed with this idea accounted forthelowestpercentage,withjust13%,thosewhoagreedwiththisviewisth e

SPEAK DURING THE LEARNING PROCESS

3.3 STUDENTS’ INABILITY TO FOLLOW THE PRONUNCIATION LESSONS

Strongly agreeAgreeUnsureDisagreeStrongly disagree highest(with27%).

The percentage of teachers who strongly agreed with this view and thosewho strongly disagreed with this view are equal.The number of teachers whowereunsure aboutthisis muchlower,withjust18%.

Lacking of pedagogical knowledge is another difficulty that EFL teachershaveinteachingpronunciation.Thisleadstothreeproblems:students’relu ctance to speak during the learning process, lack of pronunciation practiceandstudents’discouragementofpayingattentiontopronunciationlessons.

For the first problem, the percentage of the teachers who agreed with thisidea is slightly lower than that of those who strongly disagreed, with 43% and38%respectively.6%oftheteachersdisagreedwiththisviewandthepercentage ofthosewhostronglydisagreedishalfofthat.Theproportionof

4.1 TIME GIVEN FOR TEACHING ENGLISH IS NOT ENOUGH 4.2 OTHER IDEAS, PLS SPECIFY

Forthesecondproblem,32%oftheteachersagreedwiththispointofview.Those who strongly disagreed, disagreed, were unsure and strongly agreedaccount for 16%,17%,18%,20%respectively. For the third problem, only 4% of the teachers strongly disagreed with theidea, while 33% of the teachers agreed While 10% of the teachers disagreedwith this view, the percentage of those who agreed triples that figure Thosewhowereunsure make up24%.

Lack of time is considered another culprit of the difficulty in teachingpronunciation The majority of the teachers surveyed either agreed or stronglyagreedwiththisideawith29%and48%respectively.Just10%oftheteachersdisag reed with this view Those who were unsure and who strongly disagreedareslightlylower,with8%and6%respectively.

Lack of teaching materials and resources is also a challenge that teachersfaceofteachingEnglish pronunciation.

Theproportionsfortheteacherswhowereunsureandwhostronglydisagreed arenearlythesame,with29% and28% respectively.

The percentage of the teachers who disagreed is a bit lower with22%,followedbythosewhostronglyagreedwith18%.Thepercentageofthosewhoagreedi sthelowest,withjust8%.

6.1 TEACHING PRONUNCIATION IS NOT EMPHASIZED IN SCHOOL 6.2 OTHER IDEAS, PLS SPECIFY

It is supposed that priority is not given to teaching pronunciation, and thatisone ofthechallengesthatteachersface.

Thenumberoftheteacherssurveyedwhostronglydisagreedwiththisviewaccounts for 50%, followed by those who agreed with 38% Those who wereunsureandwhodisagreedmakeup just 8%and4%,respectively.

As mentioned in the discussion part for the first question, with the firstdifficulty "lack of confidence", 64% believed that, being afraid of makingmistakes in pronouncing words correctly causes the lack of confidence inEnglish pronunciation Withthesecond difficulty"Lack ofpronunciationknowledge",therootcauseofthisdifficultyisteachers'confusioni npronouncingwordscorrectly(50%).Inthethirddifficulty"Lackofpedagogical knowledge", the cause of this difficulty is Students' reluctance tospeak during the learning process (81%); Students' inability to follow thepronunciation lessons (63%); and Pronunciation practice (52%) For the4thchallenge"Lackoftime";78%ofrespondentsattributedthisdifficultytoTime given for teaching English is not enough And for the 5th challenge "Lack ofteaching materials and resources"; 26% thought that teaching materials arelimitedandnotreallysuitableforthestudents.Andforthe6thchallenge"LackofPriorit y",88%saidthatTeachingpronunciationisnotemphasizedinschools.

Throughtheanalysisofthecollecteddata,theauthoralsocollectsanumberofsolutions proposedbyteacherstodealwithdifficultiesinteachingpronunciation,somesoluti ons will bedetailed inthetable4.3.1below.

The challenges faced byEFL teachers of teachingEnglishpronunciat ionto

Methods used in managingthechalleng es

Prepareandplanforlessonby 1.Lackof confidence confirming the correct pronunciationofwordsbefore 120 class.

Internal Askinghelpfrommentor 12 challenges ofteachingpro nunciation

Watchingr e l a t e d v i d e o s o n YouTube and listening to 88 Englishsongs

Having one-to-one withthestudents session

The challenges faced byEFL teachers of teachingEnglishpronunciat ionto

Methods used in managingthechalleng es

TOTAL knowledge Selecting studentsr a n d o m l y sothatthey comeprepared

Teachers’app roaches tochallenges inteaching pronunciation

1 Lack ofconfiden ce lessonb y c o n f i r m i n g the correct pronunciation of

Internal pronunciation phone challengesof knowledge Watching related teaching pronunciation videos on YouTube and listening to 73%

Englishsongs Having one-to-one session with the

Teachers’app roaches tochallenges inteaching pronunciation

Setting a rule on speakingonlyEnglish during English lessons 10%

4.Lackof time teaching in the 100%

Externalchall enges ofteachingpro nunciation teaching of skills. other

Usingonlinesourcesonc r e a t i v e w a y s i n teaching 100% resources pronunciation 6.Lackof

Asking help mentor from 100% ã Prepare and plan for lesson by confirming the correct pronunciation of words before class.

DiscussiononQuestion3fromtheinterview:Whatarethesolutionstothechallengesenco unteredbyEFLteachersofteachingEnglishpronunciationtoyoung learners?

In addition to studying the challenges as well as the main causes of thechallengesfacedbyteachersofteachingEnglishpronunciation,thisstudyalsoshowst heways ormethodsthatteachers apply to dealwith difficulties.

Forthefirstchallenge"lackofconfidence",teachersovercomethisdifficulty by preparing and planning for lesson by confirming the correctpronunciation of words before class and 100% trust and use this method Theteachers like to seekhelpfrom their mentorsatschool if theyhave anyproblems in teaching pronunciation In fact, teachers will try to find a solutionto their own problems before seeking help from others They believe thathaving one-on-one sessions with their mentor will help them improve theirpronunciation betterthanany otherways. ã Asking help from mentor ã Referring to offline dictionary in mobile phone ã Watching related videos on YouTube and listening to English songs

Figure 4.10: Solutions to the challenges of teaching pronunciation - Lack ofpronunciationknowledge

For the second challenge "Lack of pronunciation knowledge", 10% choseto ask help from mentor; 17% chose to refer to offline dictionary in mobilephone; and 73% chose to watch related videos on YouTube and listening toEnglish songs For this difficulty, teachers incorporate technology in theirlessons by using offline dictionaries when having trouble pronouncing anywordintheclassroom.Theyalsowanttocorrectstudents'pronunciationduringclassroom activities.Someliketousevideostoimprovetheirownpronunciation skills By watching related videos on teaching pronunciation,someteachersbelievethattheywilleventuallyimprovetheirownpr onunciation skills in addition to getting the correct pronunciation of difficultwords.TheyalsoenjoylisteningtoEnglishsongsthathavetherightwordsandmeanin gs Besides, they will also use English songs as a reference to correctlypronouncedifficult wordswhensheisteaching pronunciation.

3 Lack of pedagogical knowledge ã Having one-to-one session with the students ã

Selecting students randomly so that they come prepared ãMonitoring the students one by one during the

17% practice ã Setting a rule on speaking only English during

10% English lessons. ã Using interesting and integrating suitable videos in the lesson ãConducting more group activities

Figure 4.11: Solutions to the challenges of teaching pronunciation - Lack ofpedagogicalknowledge

For the 3rd challenge is "Lack of pedagogical knowledge"; 10% chose tohaveone-to- onesessionwiththestudents;17%chosetoselectstudentsrandomlysothattheycame prepared;8%chosetomonitorthestudentsonebyoneduringthepractice,10%chosetos etaruleonspeakingonlyEnglishduringEnglishlessons;40%chosetouseinterestingandsuitabl eintegratingvideosinthe lesson and 15% chose to conduct more group activities Teachers believethat by monitoring each student's pronunciation skills, they will help studentsprogressinpronunciation.Theywillalsorandomlyselectstudentsforpron unciation activities and this will help encourage students to prepare andactivelypronouncenewordifficultwordsduringclassdiscussionandpractice.On the other hand, to deal with these difficulties, some respondents also likedtouseinterestingteachingmaterialsfortheirpronunciationlessons,suchastheuse of interesting videos on teaching pronunciation In addition, preparation isalsoimportantastheywillmakesurethepronunciationofwordsrelatedtothe ã Integrating pronunciation teaching in the teaching of other skills.

For the 4th challenge is "Lack of time"; 100% choose to integratepronunciation teaching in the teaching of other skills Since class time isonly enough to cover certain skills in a class period, in the classroom,teachersneedtocarefullyplanandmanagelessonsbasedonthecurriculu m.Therefore, teaching pronunciation as an activity integrated into the lessonsrather than the whole lesson is considered the best option compared toteaching pronunciation at all Pronunciation is a sub-skill of listening andspeakingthatcannotbeseparatedfromoralcommunication.Itoffersaccuracy of oral production whereas listening and speaking skills coverfluency Students need pronunciation to manage their sounds as well aslistening and speaking skills to develop their interpersonal communication(Murphy, 1991) In accordance with Murphy’s (1991) notion, my lessonplan integrates listening, speaking, and pronunciation skills to supportstudentstooptimallyprocessandproduceL2soundsfortheiroralcomm unicationpurposes.However,itaimstopromoteintelligibilityratherthanperfectaccur acy. ã Using online sources on creative ways in teaching pronunciation

5 Lack of teaching materials and resources

Figure 4.13: Solutions to the challenges of teaching pronunciation - Lack of teachingmaterialsand resources

Forthe5thchallenge"lackofteachingmaterialsandresources",100%choose to use online sources on creative ways in teaching pronunciation.100%ofteachersprefertosearchonlineforcreativewaystoteachpron unciation because of limited teaching materials This shows that theydo not have to rely solely on resources and materials available in theclassroomsuch astextbooks to teachtheirstudents.

For the 6th challenge "Lack of Priority", 100% choose to ask help frommentor.Whenfacedwiththisdifficulty,teacherschoosetoseekguidancefromtheirme ntorswhenfacedwithaproblemrelatedtopronunciationnotbeinga priority in instruction They are not sure if pronunciation is considered animportant skill to be taught and prioritized in the classroom So, they decidedto teach pronunciation as an extra activity in a lesson given after discussionwith amentor.

Summary and Implications on Teaching Pronunciation to YoungLearners

Summary

Inconclusion,withthisresearchtopic"EFLTeachers’ChallengesinTeaching Pronunciation to Young Learners: A Case Study in Phu Cat District,BinhDinhprovince",theresearcherdiscoveredsomeinterestingresults.Inthisresearch paper, the researcher has identified the main objective of this study isto investigate the challenges in teaching pronunciation to primary students todiscovertheproblematicareaofpronunciationteaching.Besides,theotheraimis to identify the exact challenges that EFL teachers face and find the mostusefulsolutionsforit.Tobeabletoachievetheaboveobjectives,theresearchertried to answer through 3 main questions throughout the research process Thestudy participants are 120 teachers, age from 23 to 50 from thirty differentschools who will be randomly selected In which, ten of them will attend theshort interview Besides, the researcher used a mixed methods approach, inwhich, the data was collected through a survey questionnaire and the semi –interview.

Implications

Duringthecourseoftheresearch,theresearchermadeanumberofimportant findings In teaching pronunciation in schools, the teachers in thisstudy encountered bothinternal and externalchallenges.

Intermsofinternalchallengesincludelackofconfidence,lackofadequateknowledgean dpedagogicalproblems.Ofthese,lackofpronunciationknowledgeh a s t h e s t r o n g e s t i m p a c t o n t e a c h e r s ' i n t e r n a l c h a l l e n g e s a n d i t accountsfor67%.Amongtherootcausesofinnerdifficultiesforteachers,mostofthemareaf raidofmakingmistaketopronouncethewordsproperlyandtheygotconfusedinpronouncin gthewordscorrectly.Besides,students’reluctanceto speak during the learning process may also cause challenges in teachingpronunciation.

In term of external challenges, teachers facing in this study include lack ofpriorities; time constraints; and lack of teaching materials and resources Mostof them (59%) have problems in lack of priority in teaching and it is followedbylackoftime(52%)andlackofteachingmaterialsandresources(31%).Andregar dingtothecausestothesechallenges,teachersarefacingthesedifficultiesbecause time given for teaching English is not enough; teaching materials arelimited and not really suitable for the students; teaching pronunciation is notemphasizedinschools.

Toaddressthesechallenges,teachersalsohavetheirownwaysofmanagingthese challenges Some of the key strategies that emerged from analyzing thedata from the interview were seeking help from mentors, coming up with astrategy,andhelpingstudents.Morespecifically,forthefirststrategy,teachersprefer to discuss problems with their mentors and also use offline dictionariesas reference In contrast, when students had difficulty pronouncing certainwords, teachers suggested strategies to overcome the problem, such as havingone-on-one talks with students. Teachers will also create an environment thatgives students the opportunity to pronounce English by forcing students tospeakonlyEnglishintheclassroom.

It is clear from the findings of this study that although beginner teachersface internal and external challenges in teaching pronunciation, they haveshown the ability to create different ways or strategies of managing thesechallenges.Thisstudyalsoshowsthatthesen e w teachersrecognizethe importance of teaching pronunciation to their students and hope that thesedifficultieswillnotbecomeabarrierbutcreateconditionsforthemtoincreasin gly improvetheirpronunciation teaching capacity.

LimitationsoftheStudyandSuggestionsforFurtherStudy

LimitationsoftheStudy

Limitationprovidesbarriersthatresearchersencounterinthesurveyprocess as well as during the study There are many things that researcherscannot control, which greatly influences research results, making the surveyinaccurateandunreliable.

Thefirstlimitationisintermsofresearchdata.Infact,therehavenotbeenmany studies on EFL teachers’ challenges of teaching pronunciation to younglearners andthislimits the datasource forreference.

The second limitation is the sample Under unfavorable conditions, theresearcher could only conduct the study with 120 teachers, this sample is quitesmall, and only 10 people are representative respondents, so the survey andinterviewquestionsselected isquitegeneral.

Inaddition,duetotimelimit,thestudylastedonly4weeksfromNovember16, 2021 toDecember 17, 2021, the researcher could not dig deeper into theinformation.

SuggestionsforFurtherStudy

ThisstudyexploredthechallengesteachersfaceinteachingEnglishpronunciati onaswellasthemethodsteachersusetodealwiththosedifficulties.However,thisstudydid notdelveintotheeffectivenessofthesestrategies,sotheresearcheralsorecommendssomef utureresearchasfollows:

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Teaching Pronunciation to Young Learners: A Case Studyin Phu Cat District, Binh Dinh province”.Please help me complete thissurveybytickingtheappropriateboxoransweringthequestionsinthesurvey.Anydat acollectedwillbekeptconfidentialandnoonewillbeabletoconnectyourresponsestoy ou.

The researcher wants to find out what challenges that you face of teachingpronunciation.Pleasereadthestatementscarefullyandtickthemostappropriate answerbased onthe followingscales:

1) What challenges do you face in teaching pronunciation to

External 4.Lackof time challenges in 5 Lack of teaching materials and teaching resources pronunciation 6.Priorityinteaching

S T A T E M E N T S C au se st oc ha llen ge S tr on gl ya gr ee U n su re D is ag re e S tr on gl yd is ag re e

1.1 Afraid of makingmistaket o p r o n o u n c e t h e wordsproperly 1.2.Otherideas,plsspecify 2.Lackofpron unciationknowl edge

2.1 Confusion inpronouncing the words correctly 2.2.Otherideas

S T A T E M E N T S C au se st oc ha llen ge S tr on gl ya gr ee U n su re D is ag re e S tr on gl yd is ag re e in teachingpro nunciation

5.1.T e a c h i n g m a t e r i a l s a r e limited and not reallysuitableforthestudents 5.2.Otherideas

Teaching English pronunciation to students is sometimes difficult for you,please specify some approaches or methods that you have used to overcomethosedifficultiesor challenges?

In Vietnamese: “Việc dạy phát âm tiếng Anh cho học sinh đôi khi rất khó đốivới thầy cô, thầy cô vui lòng nêu một số cách tiếp cận hoặc phương pháp màthầy côđã sửdụngđểvượtqua nhữngkhókhăn, thửtháchđó?”

Tôi cảm thấy không tự tin khi dạy phát âm và tôi thường vượt quakhăn này bằng cách chuẩn bị và lập kế hoạch cho bài học trước khiđếnlớp.Vàvớinguồntàiliệuvàtàinguyênhạnchếđượccấpvềkiếnthức phát âm, tôi cũng thường xuyên phải sử dụng các nguồn trựctuyến về những cách sáng tạo trong việc dạy phát âm cho học sinhcủa mình Ngoài ra, đối với việc thiếu kiến thức phát âm, tôi thườnggiải quyết khó khăn này thông qua sự giúp đỡ từ người cố vấn củamình.Và với nguồn tài liệu và tài nguyên hạn chế được cấp về kiếnthức phát âm, tôi cũng thường xuyên phải sử dụng các nguồn trựctuyến về những cách sáng tạo trong việc dạy phát âm cho học sinhcủamình.Bởivìviệcdạyphátâmkhôngđượcxemtrọnglắmhaynóicáchkhá c,nókhôngphảilàkỹ năng chínhđượcưu tiênởtrường,dođó, khi dạy phát âm cho học sinh, tôi thường nhờ sự trợ giúp từ cáccố vấn của mình và xem nó là hoạt động phụ Cũng chính vì thế, đốivới vấn đề thiếu thời gian, tôi thường chọn giải quyết bằng cách dạyphát âm xem lẫn với các kỹ năng khác vì rất khó để tách riêng biệtcho từng tiết dạy phát âm với thời gian hạn hẹp tôi có cho kỹ năngnày.Dùđãtrởthànhgiáoviêndạytiếnganh,nhưngbảnthântôicũngthườngth iếukiếnthứcsưphạmvàđểgiảiquyếtđượctháchthứcnày,tôithườngtổchứcthêm buổihọc1-

Dạyphátâmkhôngdễchútnàovàtôiđốiphóvớikhókhănnàybằngcáchchuẩnbị trướccácbàiphátâmởnhà.Vàvớinguồntàiliệuvà tàinguyênhạnchếđượccấpvềkiếnthứcphátâm,tôicũngthường

STT Câu trảlời xuyên phải sử dụng các nguồn trực tuyến về những cách sáng tạotrongviệcdạyphátâmchohọcsinhcủamình.Ngoàira,đốivớiviệcthiếu kiến thức phát âm, tôi thường giải quyết khó khăn này thôngquasựhỗtrợđặcbiệttừngườicốvấncủamình.Bởivìviệcdạyphátâm không được xem trọng lắm hay nói cách khác, nó không phải làkỹnăngchínhđượcưutiênởtrường,dođó,khidạyphátâmchohọcsinh, tôi thường nhờ sự trợ giúp từ các cố vấn của mình và xem nó làhoạt động phụ Cũng chính vì thế, đối với vấn đề thiếu thời gian, tôithường chọn giải quyết bằng cách dạy phát âm xem lẫn với các kỹnăng khác vì rất khó để tách riêng biệt cho từng tiết dạy phát âm vớithời gian hạn hẹp tôi có cho kỹ năng này Dù đã trở thành giáo viêndạy tiếng anh, nhưng bản thân tôi cũng thường thiếu kiến thức sưphạm và để giải quyết được thách thức này, tôi thường tổ chức thêmbuổihọc1-1 vớihọcsinh đểcó thểtươngtáctốt hơnvới họcsinh và giúp học sinhtiếpcậnđượckiếnthứcphátâmhiệuquảhơn.

Tôithậtsựkhôngthíchdạyphátâmvìtôithấynórấtkhó.Tuynhiên,làmộtgiáoviê n,tôikhôngthểtrốntránhviệcdạyphátâmvàtôivượtquakhókhănnàythôngquavi ệctìmhiểucáctừcầndạyvàluyệntậpnhiều lần trước khi dạy lại cho học sinh Và với nguồn tài liệu và tàinguyênhạnchếđượccấpvềkiếnthứcphátâm,tôicũngthườngxuyênphảisửdụn gcácnguồntrựctuyếnvềnhữngcáchsángtạotrongviệcdạy phát âm cho học sinh của mình Ngoài ra, đối với việc thiếu kiếnthứcphátâm,tôithườnggiảiquyếtkhókhănnàythôngquasựtưvấn từngười cố vấn củamình.

STT Câu trảlời nókhôngphảilàkỹnăngchínhđượcưutiênởtrường,dođó,khidạyphát âm cho học sinh, tôi thường nhờ sự trợ giúp từ các cố vấn củamình và xem nó là hoạt động phụ. Cũng chính vì thế, đối với vấn đềthiếu thời gian, tôi thường chọn giải quyết bằng cách dạy phát âmxem lẫn với các kỹ năng khác vì rất khó để tách riêng biệt cho từngtiết dạy phát âm với thời gian hạn hẹp tôi có cho kỹ năng này Dù đãtrở thành giáo viên dạy tiếng anh, nhưng bản thân tôi cũng thườngthiếu kiến thức sư phạm và để giải quyết được thách thức này, tôithườngtổchứcthêmbuổihọc1-

Tôi nhận thấy dạy phát âm thường gây khó cho giáo viên và tôi cũngkhông phải là trường hợp ngoại lệ Cũng giống như đa số giáo viên,tôicầnphảicósựchuẩnbịkỹlưỡngvềcácphầnphátâmởnhàtrướckhi dạy cho học sinh ở lớp Và với nguồn tài liệu và tài nguyên hạnchế được cấp về kiến thức phát âm, tôi cũng thường xuyên phải sửdụngcácnguồntrựctuyếnvềnhữngcáchsángtạotrongviệcdạyphátâm cho học sinh của mình Bên cạnh đó, để giải quyết khó khăn củaviệc thiếu kiến thức phát âm, tôi cũng thường chọn cách chủ độngthamk h ả o t ừ đ i ể n n g o ạ i t u y ế n t r ê n đ i ệ n t h o ạ i d i đ ộ n g Bởi vì việc dạy phát âm không được xem trọng lắm hay nói cáchkhác, nó không phải là kỹ năng chính được ưu tiên ở trường, do đó,khi dạy phát âm cho học sinh, tôi thường nhờ sự trợ giúp từ các cốvấncủamìnhvàxemnólàhoạtđộngphụ.Cũngchínhvìthế,đốivới vấnđềthiếuthờigian,tôithườngchọngiảiquyếtbằngcáchdạyphát

STT Câu trảlời âm xem lẫn với các kỹ năng khác vì rất khó để tách riêng biệt chotừng tiết dạy phát âm với thời gian hạn hẹp tôi có cho kỹ năng này.Dùđãtrởthànhgiáoviêndạytiếnganh,nhưngbảnthântôicũngthiếukiến thức sư phạm và để giải quyết được thách thức này, tôi thườngchọntươngtác vớihọc sinhmộtcáchngẫunhiênđểhọchuẩnbịsẵn sàngtrong mọitìnhhuống phátâm.

Dùđãcónhiềukiếnthứccũngnhưkinhnghiệmtrongviệcgiảngdạyngônngữtiế nganhnhưngtôivẫngặpmộtsốtháchthứckhidạytiếnganhvàtháchthứcnhiềunh ấtđếntừviệcdạyphátâm.Đểcóthểhoànthànhtốtnhiệmvụcủamình,tôithường tìmhiểucáchphátâmchínhxác của các từ vựng đó trước khi dạy lại cho học sinh Và với nguồntàiliệuvàtàinguyênhạnchếđượccấpvềkiếnthứcphátâm,tôicũngthườngxu yênphảisửdụngcácnguồntrựctuyếnvềnhữngcáchsángtạo trong việc dạy phát âm cho học sinh của mình Bởi vì việc dạyphátâmkhôngđượcxemtrọnglắmhaynóicáchkhác,nókhôngphảilà kỹ năng chính được ưu tiên ở trường, do đó, khi dạy phát âm chohọc sinh, tôi thường nhờ sự trợ giúp từ các cố vấn của mình và xemnólàhoạtđộngphụ.Cũngchínhvìthế,đốivớivấnđềthiếuthờigian,tôithườn gchọngiảiquyếtbằngcáchdạyphátâmxemlẫnvớicáckỹnăng khác vì rất khó để tách riêng biệt cho từng tiết dạy phát âm vớithời gian hạn hẹp tôi có cho kỹ năng này. Bên cạnh đó, để giải quyếtkhó khăn của việc thiếu kiến thức phát âm, tôi thường chọn cách chủđộngthamkhảotừđiểnngoạituyếntrênđiệnthoạidiđộng.Dùđãtrởthànhgiáo viêndạytiếnganh,nhưngbảnthântôicũngthiếukiếnthức sưphạmvàđểgiảiquyếtđượctháchthứcnày,tôithườngchọntương

STT Câu trảlời tácvớihọcsinhmộtcáchngẫunhiênđểhọchuẩnbịsẵnsàngtrong mọitình huống phátâm.

Việcdạyphátâmchohọcsinhthậtsựgâykhókhănchotôinhưngtôikhôngbaogiờ bỏquaviệcdạyphátâmchohọcsinh.Khiđốimặtvớinhữngkhókhănnày,tôichọ ntìmhiểukỹlưỡngcáctừvựngcầnphátâm ở từ điển trước khi dạy lại cho học sinh Và với nguồn tài liệu vàtài nguyên hạn chế được cấp về kiến thức phát âm, tôi cũng thườngxuyên phải sử dụng các nguồn trực tuyến về những cách sáng tạotrong việc dạy phát âm cho học sinh của mình Bởi vì việc dạy phátâm không được xem trọng lắm hay nói cách khác, nó không phải làkỹnăngchínhđượcưutiênởtrường,dođó,khidạyphátâmchohọcsinh, tôi thường nhờ sự trợ giúp từ các cố vấn của mình và xem nó làhoạt động phụ Cũng chính vì thế, đối với vấn đề thiếu thời gian, tôithường chọn giải quyết bằng cách dạy phát âm xem lẫn với các kỹnăng khác vì rất khó để tách riêng biệt cho từng tiết dạy phát âm vớithời gian hạn hẹp tôi có cho kỹ năng này Bên cạnh đó, để giải quyếtkhó khăn của việc thiếu kiến thức phát âm, tôi thường chọn cách chủđộngthamkhảotừđiểnngoạituyếntrênđiệnthoạidiđộng.Dùđãtrởthànhgiáo viêndạytiếnganh,nhưngbảnthântôicũngthiếukiếnthứcsưphạmvàđểgiảiquy ếtđượctháchthứcnày,tôithườngchọntươngtácvớihọcsinhmộtcáchngẫun hiênđểhọchuẩnbịsẵnsàngtrong mọitình huống phátâm.

TôilàngườiViệt,dođó,đôikhikhôngthểphátâmchínhxácđược100%tiế nganh,cóquánhiềuthứtôiphảihọcdùtôiđãlà1giáoviên dạytiếnganh.Tôithừanhậnlàtôimấtnhiềuthờigianởlớpdạyphát

STT Câu trảlời âm và tôi thường nghiên cứu cách phát âm của các từ mới trước khidạy cho học sinh ở lớp Và với nguồn tài liệu và tài nguyên hạn chếđược cấp về kiến thức phát âm, tôi cũng thường xuyên phải sử dụngcác nguồn trực tuyến về những cách sáng tạo trong việc dạy phát âmcho học sinh của mình Bởi vì việc dạy phát âm không được xemtrọnglắmhaynóicáchkhác,nókhôngphảilàkỹnăngchínhđượcưutiênởtrư ờng,dođó,khidạyphátâmchohọcsinh,tôithườngnhờsựtrợ giúp từ các cố vấn của mình và xem nó là hoạt động phụ.

Cũngchínhvìthế,đốivớivấnđềthiếuthờigian,tôithườngchọngiảiquyếtbằng cách dạy phát âm xem lẫn với các kỹ năng khác vì rất khó đểtách riêng biệt cho từng tiết dạy phát âm với thời gian hạn hẹp tôi cócho kỹ năng này Bên cạnh đó, để giải quyết khó khăn của việc thiếukiến thức phát âm, tôi thường chọn cách chủ động tham khảo từ điểnngoại tuyến trên điện thoại di động Dù đã trở thành giáo viên dạytiếnganh,nhưngbảnthântôicũngthiếukiếnthứcsưphạmvàđểgiảiquyết được thách thức này, tôi thường chọn tương tác với học sinhmộtcáchngẫunhiênđểhọchuẩnbịsẵnsàngtrongmọitìnhhuống phátâm.

Việc dạy phát âm đôi khi làm tôi không tự tin Để có thể tự tin khidạy phát âm, tôi thường phải tìm hiểu kỹ cách phát âm đúng của cáctừvựngmớiđórồimớidạychohọcsinh.Vàvớinguồntàiliệuvàtàinguyên hạnchếđượccấpvềkiếnthứcphátâm,tôicũngthườngxuyênphảisửdụngcácngu ồntrựctuyếnvềnhữngcáchsángtạotrongviệcdạyphátâmchohọcsinhcủa mình.Bởivìviệcdạyphátâmkhông đượcxemtrọnglắmhaynóicáchkhác, nókhôngphảilàkỹnăng

STT Câu trảlời chínhđượcưutiênởtrường,dođó,khidạyphátâmchohọcsinh,tôithườngnhờsự trợgiúptừcáccốvấncủamìnhvàxemnólàhoạtđộngphụ.Cũngchínhvìthế,đốivớ ivấnđềthiếuthờigian,tôithườngchọngiảiquyếtbằngcáchdạyphátâmxemlẫnvớ icáckỹnăngkhácvìrấtkhóđểtáchriêngbiệtchotừngtiếtdạyphátâmvớithờigia nhạnhẹptôi có cho kỹ năng này Ngoài ra, đối với việc thiếu kiến thức phátâm,tôithườnggiảiquyếtkhókhănnàybằngcáchxemcácvideoliênquan trên YouTube và nghe các bài hát tiếng Anh Dù đã trở thànhgiáo viên dạy tiếng anh, nhưng bản thân tôi cũng thiếu kiến thức sưphạm và để giải quyết được thách thức này, tôi thường sử dụng cácvideothúvịvà lồngghépphùhợptrongbàihọcđểdạyphátâmmột cáchtựnhiênhơn.

Tôithậtsựđãdànhnhiềuthờigianchongoạingữnày.Tuynhiên,dođâykhôngp hảilàtiếngmẹđẻcủamình,dođó,tôikhôngthểnàoamhiểu được tất các các kiến thức của nó, đặc biệt là phần phát âm từvựng Tôi là môt người có trách nhiệm và tôi chỉ dạy học sinh phátâmtừvựngkhiđãcósựkiểmtrakỹlưỡngvềcáchphátâmcủachúng.Và với nguồn tài liệu và tài nguyên hạn chế được cấp về kiến thứcphát âm, tôi cũng thường xuyên phải sử dụng các nguồn trực tuyếnvềnhữngcáchsángtạotrongviệcdạyphátâmchohọcsinhcủamình.Bởivì việcdạyphátâmkhôngđượcxemtrọnglắmhaynóicáchkhác,nókhôngphảilàkỹn ăngchínhđượcưutiênởtrường,dođó,khidạyphát âm cho học sinh, tôi thường nhờ sự trợ giúp từ các cố vấn củamìnhvàxemnólàhoạtđộngphụ.Cũngchínhvìthế,đốivớivấnđề thiếuthờigian,tôithườngchọngiảiquyếtbằngcách dạyphátâm

STT Câu trảlời xem lẫn với các kỹ năng khác vì rất khó để tách riêng biệt cho từngtiết dạy phát âm với thời gian hạn hẹp tôi có cho kỹ năng này. Ngoàira, đối với việc thiếu kiến thức phát âm, tôi thường giải quyết khókhăn này bằng cách xem các video liên quan trên YouTube và nghecácbàiháttiếngAnh.Dùđãtrởthànhgiáoviêndạytiếnganh,nhưngbảnthâ ntôicũngthiếukiếnthứcsưphạmvàđểgiảiquyếtđượctháchthứcnày,tôithường sửdụngcácvideothúvịvàlồngghépphùhợp trong bàihọcđểdạyphát âmmộtcáchtựnhiên hơn.

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