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VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ TUYẾT MAI USING ENGLISH TRADITIONAL SONGS TO IMPROVE STUDENTS’ PRONUNCIATION: AN ACTION RESEARCH AT DUY TIEN C HIGH SCHOOL SỬ DỤNG BÀI HÁT TRUYỀN THỐNG ANH ĐỂ CẢI THIỆN KHẢ NĂNG PHÁT ÂM CỦA HỌC SINH: MỘT NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG PTTH C DUY TIÊN M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Hanoi - 2010 z VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ TUYẾT MAI USING ENGLISH TRADITIONAL SONGS TO IMPROVE STUDENTS’ PRONUNCIATION: AN ACTION RESEARCH AT DUY TIEN C HIGH SCHOOL SỬ DỤNG BÀI HÁT TRUYỀN THỐNG ANH ĐỂ CẢI THIỆN KHẢ NĂNG PHÁT ÂM CỦA HỌC SINH: MỘT NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG PTTH C DUY TIÊN M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Mai Thị Loan, M.A Hanoi - 2010 z Table of contents Acknowledgements i Declaration ii Abstract iii List of abbreaviations iv List of charts and tables v PART 1: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Scope of the study Method of the study Design of the study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of pronunciation? 1.2 The teacher’s and students’ role in teaching and learning pronunciation 1.2.1 The teacher’s role 1.2.2 The students’ roles 1.3 Pronunciation and communicative teaching 1.4 Review of traditional methods and approaches for teaching pronunciation 1.4.1 Traditional methods of teaching pronunciation 1.4.2 Approaches for teaching pronunciation 1.5 Songs as motivator for students to improve pronunciation 1.6 Aspects of pronunciation that can be improved through songs 10 1.6.1 Sounds 10 1.6.2 Word stress 11 1.6.3 Rhythm 11 1.6.4 Intonation 11 1.7 Choosing songs 11 1.8 Summary 12 CHAPTER 2: METHODOLOGY 13 42 z 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Questionnaire for students 18 3.1.1.1 Aims 18 3.1.1.2 Participants 18 3.1.1.3 Data analysis 18 3.1.1.3.1 Students’ attitude towards English songs 18 3.1.1.3.2 The improvement of students’ pronunciation after they had been taught with the use of songs 19 3.1.1.3.3 Activities students during the pronunciation lesson 20 3.1.1.3.4 Students’ favourite tasks while learning pronunciation lesson with the use of songs 21 3.1.1.3.5 The effectiveness of using songs in teaching pronunciation 21 3.1.1.3.6 Some disadvantages of using songs in teaching pronunciation 23 3.1.2 Questionnaire for teachers 24 3.1.2.1 Aims 24 3.1.2.2 Participants 24 3.1.2.3 Data analysis 24 3.1.2.3.1 Teachers’ frequency of using songs to teach pronunciation for students 24 3.1.2.3.2 Kinds of songs teachers used to teach pronunciation 25 3.1.2.3.3 Kind of task(s) the teachers usually designed to teach students with the use of songs 25 3.1.2.3.4 The sources of songs 26 3.1.2.3.5 Difficulties of designing the pronunciation lesson with the use of songs 26 3.2 Tests 26 43 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 3.2.1 Aims 26 3.2.2 Participants 26 3.2.3 Test description 26 3.2.4 Data analysis and finding 27 3.2.4.1 Pre-test (At the beginning of the term) 27 3.2.4.1.1.Frequency distribution 27 3.2.4.1.2 Correlation 28 3.2.4.2 At the end of the term (Post-test) 29 3.2.4.2.1 Frequency distribution 29 3.2.4.2.2 Correlation 30 Chapter 4: implication 31 4.1 The effectiveness of using songs to teach pronunciation for high school students 31 4.2 How to use songs to teach pronunciation for students 31 4.2.1 Suggestions for task designing 31 4.2.2 Suggestions for choosing the topic of the songs 32 4.2.3 How to select the songs 32 4.3 A sample lesson plan 33 4.4 Summary 34 Part C: conclusion 35 Summary of the results 35 Limitations of the study 35 Suggestions for further study 36 Conclusion 36 References 38 APPENDIces i Appendix 1: Survey questionnaire for students i Appendix 2: Survey questionnaire for teachers iii APPENDIX 3: Pre-test v APPENDIX 4: Post-test vi Appendix : Sample tasks vii 44 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 LIST OF CHART AND TABLES Chart 1: Students’ attitude towards English song Chart 2: Students’ improvement after they had been taught with the use of songs Chart3: Activities students during the pronunciation lesson Chart 4: Kind of task(s) the teachers usually designed to teach students with the use of songs Chart 5: Raw marks in pronunciation test ( Pre-test) Chart 6: Raw marks in pronunciation test (Post-test) Table 1: Students’ favorite tasks while listening to songs Table 2: The effectiveness of using songs in teaching pronunciation Table 3: Teachers’ frequency of using songs to teach pronunciation for students Table 4: Kinds of songs teachers used to teach pronunciation Table 5: The sources of songs Table 6: Frequency distribution (pre-test) Table 7: Mean and Std Deviation (pre-test) Table 8: Frequency distribution (post-test) Table 9: Mean and Std Deviation (post-test) v 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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on sounds If people not pronounce correctly, they will have many difficulties in exchanging information or it may lead to misunderstanding or the communication breakdown Therefore, teaching and learning pronunciation becomes one of the most important parts in studying a foreign language Traditional ways of teaching phonetics to non-native speakers of English have usually followed the same way First, the segmental level of phonetics description is introduced, then the suprasegmental features (such as stress, rhythm, and intonation) are presented In most pronunciation courses, teachers spend a lot of time teaching vowels and consonants and ask students to practice these segmentals individually, in words and in sentences However, this approach leaves little time for suprasegmentals and they are usually treated with less depth and concentration then the segmental features The good sides of this method are that students know how to produce and distinguish the vocalic and consonantal contrast of English, yet when they speak the language, they still have the very strong foreign accent which sometimes causes misunderstanding or no understanding at all Therefore, the questions what teachers should to teach pronunciation effectively and how teachers to make students become interested in learning pronunciation are really big issues that need to be answered Lightbrown, P.M.and Spada, N (1999:57) state that: “If we can make our classrooms places where students enjoy coming because the content is interesting and relevant to their age and level of ability, where the learning goals are challenging yet manageable and clear, and where the atmosphere is supportive and nonthreatening, we can make a positive contribution to students‟ motivation to learn.” They also show that students never learn everything they are taught, they only learn what they are interested in However, interest is something very unstable and unpredictable because it depends on many factors Sesnan, B (1997 :33-35) describes a good teacher as the one 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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songs to teach pronunciation for students at Duy Tien C high school Aims of the study The study aims at: (1): finding out whether the use of English traditional songs to teach pronunciation for high school students is effective or not (2): working out the most effective ways of using English songs to teach pronunciation for high school students Research questions With above aims, the researcher hopes to conduct this study to answer the following questions: (1) To what extent can English songs help students to improve their pronunciation? (2) How to use songs in teaching pronunciation in classroom? Scope of the study The study mainly focuses on exploiting English songs as supplementary material to improve the pronunciation of the 10th -form-students Moreover, the theory of English te aching pronunciation is complex comprising a number of components However, as this study is concerned with the study of using English traditional songs, it is confined with only some basic elements such as sound, stress and linking Songs may include many types such as: pop, rock, rap, hip-hop, jazz, classical, traditional or country songs, etc This present study focuses on the use of famous traditional songs that have soft music with quite simple words, catchy tunes and are easy to listen to Method of the study In order to achieve the aims of the study, the following data collection instruments were used: (1): pre-test and post-test for both experimental and control groups (2): a survey quetionnaire for experimental group (3): a survey questionnaire for English teachers at Duy Tien C high school 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 The collected data come from teachers of English and 90 students at Duy Tien C high school The data collection time lasted 13 weeks during the second term of the school year 2009-2010 Design of the study The study includes three parts: Part 1: Introduction presents rationale, aims, reseach questions, scope, method, and design of the study Part 2: Development consists of chapters: Chapter 1: Literature review sets up some theoretical background that are relevant to the purpose the study: pronunciation and communicative teaching, review of traditional methods and approaches for teaching pronunciation, songs as motivator for students to improve pronunciation, aspects of pronunciation that can be improved through songs and choosing songs Chapter 2: Method of the study focuses on the present conditions of teaching and learning at Duy Tien C high school, data collection instruments, data collection procedures and the use of songs in the lessons Chapter 3: This chapter include data analysis and findings Chapter 4: Implication of the study Part 3: Conclusion summaries the major findings discussed in part 2, gives out the limitation of the study and suggestions for further study 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students in two classes are at the low level of proficiency and very few of them get mark seven, eight and nine Especially none of the students in both classes get the highest mark 3.2.4.1.2 Correlation Table 7: Mean and Std Deviation (pre-test) N Mean Std Deviation Median Class 10 A2 45 5.22 1.39 Class 10 A3 45 4.73 1.37 The table above shows that the mean of class 10 A2 is higher than that of class 10A3 (5.22 in comparison with 4.73) which indicates that students in class 10 A2 are a little bit better than those in class 10 A3 The median of the two classes are six and five which is fairly corresponding to the mean The last number on the table is the standard deviation of 1.39 (Class 10A2) and 1.37 (class 10A3) implies a very small spread of scores which indicates a narrow range of ability in students in both classes 28 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 3.2.4.2 At the end of the term (Post-test) 3.2.4.2.1 Frequency distribution Table 8: Frequency distribution (post-test) Class 10 A2 Class 10 A3 Score Number of testees % Score Number of testees % 0 0 2.2 0 3 6.6 15.5 13.3 17.7 14 31.1 13 28.8 12 26.6 11 24.4 0.88 8.8 2.2 2.2 8.8 2.2 10 0 10 0 Total 45 100% Total 45 100% The mode: The mode: The median: 5.5 The median: The data and the figures above show that more than half of the students in both classes (57.7% in class 10A2 and 53.3% in class 10A3) get mark five and six Especially, a numbers of students in class 10 A2 have mark five and six are 57.7% in comparison with 46.6% of the pre-test This figure indicates a considerable improvement in pronunciation of students Overlooking at the chart, we can see that class 10 A2 is inferior to class 10A3 in below average marks but it outnumbers class 10 A3 in the above average marks The modes in the two classes are both five and this strongly proved the argument that the students made some progress In addition, the full mark (mark 10) is still untouched, which shows the level of the difficulty of the testes However, there appears mark one in class 10 A2, which indicates a trend of fall in some students Therefore, it can be drawn out that 29 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 good students in class 10 A2 seem to get better results than the pre-test but some poor students seem to get worse This point raises a big question for the researcher and needs to be taken into consideration Chart 6: Raw marks in pronunciation test (Post-test) ( Percentage of testees) 35 30 25 20 Class 10 A2 15 Class 10 A3 10 5 100 80 3.2.4.2.2 Correlation 60 East Table 9: Mean and Std Deviation (post-test) West 40 N 20 Class 10 A2 Class 102nd A3Qtr 1st Qtr North Mean 45 3rd Qtr 45 4th Qtr Std Deviation 5.53 1.61 5.08 1.41 Comparing with the meanScores of the pre-test, we can see that both classes have the higher mean However, there is a difference in the improvement of the two classes While class 10 A3 made a little bit progress (from 4.73 to 5.08), class 10A2 could better with a raise from 5.22 (pre-test) to 5.52 (post-test) This fact clearly shows that after a term of using English traditional songs, students in class 10A2 seemed to improve significantly in their pronunciation The standard deviation of 1.39 at the beginning of the term and 1.61 after using songs in class 10A2 also indicates that students show larger spread of scores which implies a wider range of ability in class 10A3 30 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Chapter 4: implication 4.1 The effectiveness of using songs to teach pronunciation for high school students The results of the survey questionnaire and the two tests (pre-test and post-test) for students proved the hypothesis of the author that the using of songs in teaching pronunciation did help to improved students‟ pronunciation In addition, students‟ concern and motivation for the subject also increased Most of the students were keen on the use of English songs in the class and wished to study with the use of songs in the future lessons Moreover, the test results reveal out the fact that students who had been taught with the use of songs got better results than the others However, some students said that they would like to learn with pop songs rather than traditional songs Some good ones frankly recommended that these tradional songs are simple and easy for them It would be better if the more complex songs were used Besides, some of the poor students got worse results than at the beginning of the term When being asked for the reasons, they said that they just listened to the catchy tune and could not follow the tasks given Other students were just relaxed with the soft music Eventually, they were left behind by other students 4.2 How to use songs to teach pronunciation for students 4.2.1 Suggestions for task designing Generally speaking, most of traditional English songs have good content and the length is suitable for the time and schedule in class To make it best, teacher should choose songs which are challenging enough for the good students Teachers should also bear in mind that the difficulty level of the songs they choose will affect the pronunciation tasks Moreover, various tasks and activities will make the class more interesting and exciting Below are some suggestions for designing the tasks Text Difficult to hear the text Easy and short text Difficult or long text Long text Task Matching words with their pronunciation Mistake correction Multiple choices Gap-filling Mistake correction: The teacher gives students handouts of the song words with some mistakes Students listen to the whole songs, find out and correct the wrong words They are usually minimal pairs or sounds with similar pronunciation Teacher usually plays the tape two times before giving feedback This task is really good for students to practice the 31 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 homophones and homonyms in English Multiple choices: In this task, students are given handouts with some blanks There are three choices for each blank and students choose the word they hear from the song Three choices in each blank are pronounced slightly different, so students have to listen attentively to decide the correct answer Matching the words with their pronunciation: The words here are taken from the songs Depending on the difficulties of the songs, the teachers design suitable tasks If the songs are difficult to hear, teachers should give students handout of the songs so that students can catch the words easily Gap-filling: The hand outs were delivered to students with some blanks The students‟ duty is listen to the songs and fill in the blanks with one word or phrase 4.2.2 Suggestions for choosing the topic of the songs It will be very interesting if the teacher can relate the lesson to real life by using suitable songs at different occasion and festivals of the year For example, on the occasion of Christmas and New Year, the songs like Jingle bells and Happy New Year are quite good to motivate students Students can be quite excited when they feel what they learnt can apply to the real life 4.2.3 How to select the songs As discussed above, songs can be very useful for teaching English, especially teaching pronunciation because songs have many good features that are suitable for language learning and teaching However, not all kinds of songs are suitable for teaching in the classes Therefore, the teachers‟ job is to select and design the most suitable songs to get the best results It depends on the skill and experience of the teachers themselves Besides,the teacher has to keep in mind the following rules ( Lynch, (1993)): Songs should have an appropriate theme There have been many negative contents, slang and violence in all kinds of songs Such types of songs should be avoided Songs must have clear and understandable lyrics It is unacceptable to teach with the songs that nobody can hear and understand Many teachers find it time-consuming to select suitable songs in the classes Some teachers complain that they not have enough songs to choose to match the requirement of the lesson In fact, there are many sources available including books, newspapers, magazines, radio, CDs, tapes and the internet Among these, internet can be a good source for songs 32 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Teachers can download the videos that have interesting scenes, copy the lyrics, and design the tasks There are also many valuable suggestions for using the songs in the websites In short, by using this source, teachers can save not only time but also money 4.3 A sample lesson plan Unit 7: the mass media Lesson 5: pronunciation Subjects: 10th-grade-students Aims: To help students master the sounds: /ai/,/ ei/, /ou/ Time: 15 minutes Aids: cassette players, CD., pictures Procedures 5.1.Warm up ( minutes) Activity 1: Teacher gives out some words and ask students to arrange them to make a meaningful sentence Jumbled sentences: Hats are three there together on the madam wall Key: There are three hats together on the wall, madam 5.2.Pre- Activity 1: Teacher shows a picture about christmas and aks students to teaching tell what they see in the picture (13 minutes) Possible answers: Santa Clause, snow, red hat, white snow and so on Activity 2: Teacher asks students to work in groups of three, listen to the song and fill in the blanks with only one word White Christmas Where the treetops glisten, and children listen To hear sleigh bells in the……… (1) I'm dreaming of a white Christmas With every Christmas card I write May your days be merry and……(2) And may all your Christmases be……(3) I'm dreaming of a white Christmas 33 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 With every Christmas card I write May your days be merry and….(2) And may all your Christmases be ……… (3) Your answer: 1: 2: 3: Activity 3: Teacher plays the tape the second time, pause at the answers Activity 4: Teacher asks students to report the answers, then gives feedbacks Key: 1: snow 2: bright 3: white 5.3.Post- Teacher asks students to sing the song correctly teaching (1 minute) 5.4 Teacher asks students to make sentences with words they have just filled in Homework the task 4.4 Summary In chapter 4, the researcher suggests some kinds of tasks that best suit to different texts In addition, the teacher should relate the lesson to real life by using suitable songs at different occasions and festivals of the year Moreover, among many sources, internet can be a good source for songs Teachers can download the videos that have interesting scenes, copy the lyrics, and design the tasks 34 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Part C: conclusion Summary of the results This study investigates the extent to which songs help to improve students‟ pronunciation and how to use songs To achieve these aims, songs were designed to teach pronunciation for students in class 10 A2 during a period of thirteen weeks To measure the effectiveness of using songs in the pronunciation lesson, a pre-test and post-test were delivered both classes (10A2 and 10A3) A survey questionnaire for both classes was also conducted to investigate how students think about the using of English songs in the class In addition, a survey questionnaire was delivered to teachers of English to find out the most effective way of using songs The findings show that songs can be used to help students improve their pronunciation The findings tend to support the general belief that using songs to teach pronunciation provides many advantages First and foremost, songs entertain and relax the learners and eliminate students‟ negative attitude towards pronunciation part Most of the students express their happy faces when starting the lesson Secondly, the test results show that most of the students in the experimental group make progress in the pronunciation test Moreover, using songs in the class is said to be student-centered since it gives students a chance to express themselves, enjoy themselves Therefore, songs should be taken into consideration in all language teaching classes to promote second language acquisition Thus, the use of songs may bring the structural, pragmatic, prosodic and communicative aspects of language together Limitations of the study Although the study has fulfilled all its proposed needs and contains rich information about using English traditional songs to teach pronunciation, it has got a number of short comings The first disadvantage comes from the songs themselves Students may love the melody of the songs so that they cannot follow and the tasks Therefore, they are left behind by the rest of the class, especially poor students They even rely on the songs to relax themselves and nothing Consequently, some of them had worse results than the beginning of the term This is really a big issue for teachers who want to exploit the songs as a wonderful teaching source Another drawback of using songs to teach pronunciation is that it takes a lot of time to 35 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 select songs and design the tasks for students Many teachers not have various types of songs in their hands to choose Therefore, choosing the suitable songs of which content meets the educational aims is a big concern for teachers In addition, the frequent occurrence of assimilation, linking of sounds and abbreviation that may cause a doubt about standard pronunciation among students Moreover, the mixed level of the class causes difficulties for the teacher to design the task and choose suitable songs which are challenging enough for good students but not too complicated for the students with low level Last but not least, teaching English pronunciation is said to be noisy Playing the tape with English songs will make students so excited and they make a lot of noise Consequently, the neighboring classroom may be disturbed Suggestions for further study As presented above, the results of this study show that the hypothesis that students‟ pronunciation is improved through the use of songs seem to be true only for good students with a high level of Englis One possible explanation for this finding is that students with low level of English may need to be exposed to a longer training session Another suggestion is that more suitable songs and tasks should be prepared to suit levels of different students Since the results of the post-test did show improvement in some cases, the researcher thinks that a top-down approach should be considered for the learning of pronunciation However, to get a better result, a further study should be carried out with specific training sessions which suit to each specific level On the other hand, in this study, the author finds that there are also a few places that should be improved in the future First of all, that is the method of selecting English songs As mentioned before, some students preferred to listen to pop songs or hip-hop songs which are more suitable to their ages Therefore, the suggestion here is that a more careful selection of songs will make students more motivated in further study Conclusion This research is on teaching pronunciation for high school students with the use of English traditional songs The survey questionnaires for students and two tests indicated that students‟pronunciation has been improved and the survey questionnaire for teachers help the reseacher find out the different tasks and sources of songs to teach pronunciation for 36 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 students On the whole, the result is fruitful for those who concern in this field of teaching and serves as the basic background for some pedagogical implications which require more effort from the teachers in this teaching process It is much hoped that the study would be much beneficial to teachers of English regarding the aspects of English pronunciation they should focus on when teaching Vietnamese students Due to the limitation of the time, of the author‟ experience and knowledge, and the scope and the nature of the study, it was not free from drawbacks Therefore, suggestion for further study was made with the hope to find the best way to teach pronunciation for high school students Last of all, constructive comments from those are concerned; especially teachers of English would be highly appreciated 37 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 References Adamowski, E (1997) The ESL songbook Donmills, ON: Oxford University Press Aldridge, D (1995) Spirituality, Hope and Music Therapy in Palliative Care The Art in Psychotherapy, Vol 22, no 2, pp.103-109 Anderson and Lynch (1988) Listening Newyork Oxford University Press Baker, A (1992) Ship or Sheep Cambridge Cambridge University Press Bang, N & Ngoc, N.B (2001) A course in TEFL-theory and practice National University Press Hanoi Bechtold, J (1983) Musical ESL TESL Talk, 14, pp.180-184 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