INTRODUCTION
Rationale of the study
Nowadays English has become one of the most popular languages in the world
It is widely used in many fields such as business, science, education, technology, medicine, etc English is also considered as a main tool for global communication
Correct pronunciation is crucial for effective spoken English communication, as mispronunciation can lead to misunderstandings and hinder dialogue According to Kelly (2000), learners who frequently mispronounce phonemes can be challenging for speakers from different language backgrounds to understand Despite this, many English learners, including teachers and students at Dong Hy High School, often overlook the importance of pronunciation, prioritizing grammar and vocabulary instead This trend is reflected in the school’s curriculum, where more emphasis is placed on these areas rather than on developing pronunciation skills.
Pronunciation instruction is often neglected in educational settings, accounting for a minimal portion of the curriculum compared to other subjects This is largely due to the fact that major English exams, including university entrance tests, are predominantly written, leading both teachers and students to deprioritize pronunciation skills Additionally, students find it more challenging to achieve high marks in pronunciation compared to other areas In light of these issues observed at Dong Hy High School, this study aims to identify the difficulties faced in teaching and learning pronunciation, explore their underlying causes, and propose effective solutions.
Aim and objectives of the study
This study investigates the challenges faced in teaching and learning pronunciation using the English 11 textbook, identifying the underlying reasons for these difficulties Additionally, it aims to propose effective solutions to assist both teachers and students in overcoming these pronunciation challenges To achieve this goal, specific objectives have been established for thorough exploration.
- To find out the attitudes of teachers and learners towards teaching and learning pronunciation at Dong Hy High School
This article explores the methods of teaching English pronunciation using the English 11 textbook at Dong Hy High School It emphasizes the importance of effective pronunciation instruction for enhancing students' speaking skills The study highlights various teaching strategies and activities that can be implemented to improve pronunciation among learners By focusing on practical exercises and interactive learning, the article aims to provide educators with valuable insights into fostering better pronunciation in English language education.
- To find out how pronunciation is taught at Dong Hy High School
- To find out the difficulties and the causes of difficulties in teaching and learning Pronunciation in Language focus periods - English 11.
Scope of the study
Pronunciation poses significant challenges in language teaching, affecting both learners and educators, particularly within the constraints of limited instructional time This research focuses on identifying the specific difficulties encountered in teaching and learning pronunciation using the English 11 textbook at Dong Hy High School It aims to uncover the underlying causes of these challenges and offers practical implications for enhancing the teaching of pronunciation, specifically concerning English consonantal sounds.
Methods of the study
This study employs both qualitative and quantitative research methods, utilizing a wide range of resources including books, magazines, articles, newspapers, and various online sources.
In order to gain the most reliable results, the quantitative data are collected through a survey questionnaire for 6 teachers and 100 grade 11 students at Dong Hy High School
Along with the quantitative method, the qualitative data are obtained in classroom observation and interviews with some students and teachers to collect further information
After that, the results obtained from questionnaires, interview and observation are discussed then some useful pronunciation teaching techniques are recommended.
Significance of the study
The English 11 textbook aims to give students a thorough understanding of English consonantal sounds, yet there is limited research on the effectiveness and clarity of its pronunciation lessons for 11th graders This study explores the challenges faced by teachers at Dong Hy High School in delivering English pronunciation instruction to grade 11 students.
This article explores the teaching of English pronunciation using the textbook "English 11" at Dong Hy High School It emphasizes the importance of effective pronunciation in language learning and presents practical strategies to enhance teaching methods Additionally, the research identifies feasible solutions aimed at benefiting both teachers and students, ultimately improving the overall learning experience.
Design of the study
The study is divided into three parts:
The first part “Introduction” presents the rationale, the aim and objectives, the scope, the methods, significance and the design of the study
The second part “Development” consists of four chapters:
Chapter 1 provides a thorough literature review relevant to the study It presents the theoretical background: the concepts relating to pronunciation, importance of teaching pronunciation, English pronunciation teaching to foreign language learners, factors affecting pronunciation teaching Teaching of English Consonants is also mentioned in this chapter
Chapter 2 provides a comprehensive description of the study, including an overview of the teaching and learning situation of English at Dong Hy High School, along with the research questions, methodology, and data analysis process In Chapter 3, the results of the data analysis are presented and discussed in detail.
Chapter 4 concludes the findings the researcher has found from the study and proposes some solutions to the teaching of pronunciation for grade 11 at Dong Hy High School
The last part of the study “Conclusion” gives a brief description of the study and states the limitations as well as the recommendations for further study
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum emphasizes practical exercises and interactive activities to improve clarity and fluency By integrating engaging methods, educators aim to foster a supportive learning environment that encourages student participation This approach not only aids in mastering pronunciation but also builds confidence in speaking English Overall, the program is designed to equip students with essential language skills for effective communication.
DEVELOPMENT
LITERATURE REVIEW
The concept “Pronunciation” is defined in different ways
- According to Ur (1996, p 47) “The concept of “pronunciation” may be said to include sounds of the language or phonology; stress and rhythm; intonation; combination of sounds; linkage of sounds"
Pronunciation encompasses the production of sounds essential for conveying meaning in a language As defined by Zawadzki (1994), it involves not only the specific sounds (segments) but also suprasegmental elements such as intonation, phrasing, stress, timing, and rhythm Additionally, pronunciation includes the quality of voice and, in a broader sense, the gestures and expressions that accompany spoken language.
This study aims to identify a suitable definition of pronunciation to enhance understanding in language studies, rather than determining the most accurate one Consequently, the definition of pronunciation put forth by Ur (1996) is utilized for this purpose.
1.2 The importance of teaching pronunciation
Learning and using the correct pronunciation are important, so teaching pronunciation is significant as well
Pronunciation teaching is a crucial element in foreign language education, as highlighted by Hasimanoglu (2006) Sounds significantly influence effective communication, making it essential for foreign language teachers to prioritize pronunciation instruction in their classrooms.
According to Harmer (2007), learners need to achieve a level of pronunciation that ensures they can be understood However, students often face challenges in perceiving sounds accurately To address these issues, Harmer suggests that teachers can assist learners by demonstrating and explaining how sounds are produced By overcoming these pronunciation difficulties, students can enhance their overall communication skills.
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School can significantly enhance students' speaking skills By focusing on proper sound recognition, learners are better equipped to articulate sounds effectively This approach not only aids in pronunciation but also boosts overall language comprehension and communication abilities.
In the process of teaching pronunciation, the role of the teacher is significant
According to Kenworthy (1987), learners of a foreign language often struggle to determine if their pronunciation is accurate, which can lead to confusion in comprehension Therefore, it is essential for teachers to provide clear examples of both mispronunciations and correct pronunciations to aid students in their learning process.
English pronunciation instruction is essential and should be regarded alongside other language skills such as vocabulary, grammar, reading, and writing, as emphasized by Gilakajani (2012) Harmer (2007) further supports this by highlighting that correct pronunciation is crucial for developing speaking skills Therefore, teaching pronunciation is as important as other language components like syntax and vocabulary, warranting a significant focus in language studies.
1.3 English pronunciation teaching to foreign language learners
English pronunciation teaching and learning is a significant focus for many researchers, leading to diverse opinions on which pronunciation features are essential for language learners.
EFL pronunciation teaching should encompass both segmental and suprasegmental aspects, as highlighted by Maniruzzaman (2007) Segmental aspects include vowel and consonant sounds, specifically phonemes, and syllables, while suprasegmental elements involve stress, rhythm, pitch, loudness, length, quality, tone, and intonation These components are crucial for effective English speech production and perception, emphasizing the importance of training the speech organs, including the lips, teeth, alveolar ridge, palate, tongue, vocal folds, and ears.
Hewings (2004) states that the “top five” things which are important to be taught and learnt are consonants, consonant clusters, vowel length, word stress, and tonic words
This article explores the methods of teaching English pronunciation using the "English 11" textbook at Dong Hy High School It emphasizes the importance of effective pronunciation skills for students' overall language proficiency The study highlights various teaching strategies and activities that engage students and enhance their pronunciation abilities By focusing on practical exercises and interactive learning, the approach aims to improve students' confidence and fluency in spoken English Overall, the article underscores the significance of tailored pronunciation instruction in secondary education.
Abercrombie (1956, as cited in Brown, 1991) suggests that language learners should focus on specific, carefully selected features of pronunciation rather than being systematically taught every English vowel and consonant This approach allows for a more concentrated study of key elements, with the remainder of pronunciation receiving only general oversight.
The development of English as a second language teaching has seen a coexistence of seemingly contradictory ideas Dalton and Seidlhofer (1994) highlight that pedagogic competence is distinct from linguistic competence, emphasizing the need for educators to effectively identify, select, and combine language aspects for optimal learning outcomes Consequently, the appropriateness of pronunciation features is entirely dependent on the specific goals of language learning and teaching.
Pronunciation can be taught through various methods, but this article focuses on the strategies employed by Vietnamese teachers and students in English pronunciation instruction within schools These strategies are derived from two key resources: "Pronunciation" (1994) by Dalton and Seidlhofer, and "How to Teach Pronunciation" (2000) by Kelly.
Dalton and Seidlhofer (1994) categorize pronunciation teaching methods into two main approaches: one focuses on individual sound segments, while the other emphasizes larger prosodic units The choice between these approaches depends on the learner's language learning goals.
Bottom- up approach: Learners begin with the articulation of individual sounds or phonemes and works up towards stress, rhythm, tone and intonation
Top-down approach: Learners start with patterns of intonation and brings separate sounds or phonemes into sharper focus as and when required
When selecting a teaching approach, educators should recognize that specific pronunciation elements must be explicitly taught to create an environment where other pronunciation skills can be learned implicitly.
- According to Kelly (2000), pronunciation lessons can be classified into three main types:
THE STUDY
2.1 An overview of the situation of teaching and learning English at Dong Hy High School
Dong Hy High School, located in the heart of Dong Hy district in Thai Nguyen province, features three buildings housing 42 classrooms equipped with fans and lights, accommodating over 40 students each While the school includes modern laboratories and a library for teaching aids and resources, these facilities are insufficient to meet the demands of the large student body English teachers utilize cassettes for instruction, but there is only one projector and a specialized room for technology-enhanced learning, limiting opportunities for tech integration in their teaching Additionally, the availability of materials and reference books for English is restricted Despite a fresh and environmentally friendly atmosphere within the school, external social challenges negatively impact students' learning experiences.
There are about over one hundred teachers in Dong Hy High School Most of them graduated from Thai Nguyen University of Education and some have finished the
The school boasts a close-knit and friendly community of teachers dedicated to supporting their students' success Within the English group, comprised of twelve enthusiastic educators aged 31 to 53, there is a strong commitment to enhancing the quality of English teaching and learning Notably, two teachers are currently pursuing an MA course, while three have already completed it, with the remainder holding university degrees The collective goal of the English teachers is to ensure that students acquire the necessary knowledge to excel in their tests and exams.
At Dong Hy High School, the focus of English instruction, particularly in the English 11 textbook, often prioritizes vocabulary and grammar over pronunciation This is largely due to the predominance of written tests and exams, which leads students to emphasize these areas more than their spoken language skills.
Our school has nearly 2,000 students aged 16 to 18, primarily from low-income farming families in remote mountainous areas Many students face long commutes and some even rent small rooms near the school to attend classes English is a mandatory subject in Vietnam, including at Dong Hy High School, where most students begin learning it in grade six or even earlier Despite this, many students struggle with English, entering upper secondary school with inadequate knowledge to keep up with the curriculum Recent changes to textbooks have made lessons too challenging and lengthy for their current proficiency levels, creating significant obstacles in English teaching and learning at our school.
The English textbooks for grades 10, 11, and 12 are structured into 16 units, each comprising five parts The first four parts focus on enhancing learners' skills in Reading, Speaking, Listening, and Writing, while the final section, Language Focus, addresses Pronunciation and Grammar Each part is delivered in a 45-minute session The English 11 pronunciation syllabus highlights consonantal challenges related to vowel sequences, and it covers voiced and voiceless consonant pairs introduced in English 10 Detailed pronunciation lessons for English 11 are outlined in the accompanying table.
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' speaking skills This approach emphasizes the importance of accurate pronunciation for effective communication By integrating engaging activities and practical exercises, educators aim to build students' confidence and fluency in English The curriculum is designed to address common pronunciation challenges, ensuring that learners can articulate words clearly and correctly Overall, this teaching method fosters a supportive environment that encourages students to practice and improve their English pronunciation skills.
Unit 2 / m/ ; / n /; / ŋ / Unit 3 / l / ; / r / ; / h / Unit 4 / w/ ; / j / Unit 5 / pl / ; / bl / ; / pr / ; / br / Unit 6 / tr / ; / dr / ; / tw / Unit 7 / kl / ; / gl / ; / kr / ; / gr / ; / kw / Unit 8 / fl / ; / fr / ; / θr /
Unit 9 / sp / ; / st / ; / sk / Unit 10 / sl / ; / sm / ; / sn / ; / sw / Unit 11 / ʃr / ; / spl / ; / spr /
Unit 12 / str / ; / skr / ; / skw / Unit 13 / pt / ; / bd / ; / ps/ ; / bz / Unit 14 / ts / ; / dz / ; / tʃt / ; / dʒd / Unit 15 / nt / ; / nd / ; / nθ / ; / ns / ; / nz / Unit 16 / ft / ; / vd / ; / fs / ; / vz /
Table 3: Pronunciation matters mentioned in English 11
From the table, we can come to a conclusion that in English 11, pronunciation matters are various, including affricates, nasal consonants, lateral consonant, fricatives, approximants and clusters
In order to find out the difficulties in teaching and learning pronunciation with the textbook English, it is necessary to answer the following questions:
What are the attitudes of teachers and students towards teaching and learning pronunciation?
How is pronunciation taught at Dong Hy High School?
Teaching English pronunciation using the textbook "English 11" at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum emphasizes the importance of clear articulation and effective communication Through interactive lessons and practical exercises, students gain confidence in their speaking abilities The program aims to create a supportive learning environment that fosters language acquisition and pronunciation mastery By integrating engaging activities, educators can address common pronunciation challenges faced by learners Overall, this approach promotes a comprehensive understanding of English sounds, enabling students to communicate more effectively in their academic and social interactions.
What are the difficulties and the causes in teaching and learning pronunciation in Language focus periods - English 11?
2.3.1 The subjects of the study
The study involved six English teachers aged 32 to 53, comprising five females and one male Of these, two hold Master's degrees in English, two transitioned from teaching Russian to English, and the remaining two possess Bachelor's degrees, having taught English since their university graduation Their high school teaching experience ranges from 9 to 30 years, ensuring a diverse mix of age, gender, qualifications, and experience, which enhances the reliability and validity of the information gathered for the study.
A random selection of 100 students from a total of 500 in grade 11 at Dong Hy High School was conducted, representing 10 out of 14 classes The sample included an equal distribution of male and female students, aiming to capture a diverse range of perspectives on pronunciation teaching and learning This variety in gender, academic qualifications, and learning environments, including different classes and teachers, was intended to enhance the authenticity of their opinions.
Two survey questionnaires were developed based on the literature review to address specific research questions, targeting both teachers and students Each questionnaire comprised nine questions, with the initial four aimed at assessing attitudes towards teaching and learning pronunciation The fifth question focused on the methods of pronunciation instruction at Dong Hy High School, while the remaining questions explored the challenges and underlying causes of difficulties encountered in teaching and learning pronunciation during Language focus periods in English 11 Data collection was carried out through handout questionnaires.
The study on teaching English pronunciation using the "English 11" textbook at Dong Hy High School involved six teachers and 100 students from ten different classes Teachers distributed questionnaire handouts to students and guided them in answering the questions After collecting the responses, the data was analyzed, calculating the number of responses and percentages for each question The results were organized into four main categories based on the research questions for further analysis.
Interviews with three teachers and six students were conducted to validate the information gathered from questionnaires The interviews focused on three key questions: the attitudes of teachers and learners towards pronunciation teaching and learning, the challenges faced in this area, and preferred activities for teaching and learning pronunciation Additional specific questions were posed during the interviews to further clarify the information obtained.
The class observation aimed to collect additional insights and evidence regarding the pronunciation teaching techniques employed by teachers Over four weeks, the author participated in six English 11 pronunciation lessons led by four different instructors at Dong Hy High School, meticulously observing and documenting the classroom procedures.
Data from three sources were categorized to explore teachers' and students' attitudes towards pronunciation learning at Dong Hy High School, the techniques used in teaching pronunciation, and the challenges faced in this area This organization facilitated the author's ability to address the research questions effectively Quantitative data was displayed through charts and tables, while qualitative data provided deeper insights into the issues surrounding pronunciation teaching and learning.
The study focuses on teaching English pronunciation using the English 11 textbook at Dong Hy High School Insights were gathered through interviews and class observations, highlighting key responses from participants This research aims to enhance pronunciation skills among students and assess the effectiveness of the current teaching methods employed in the classroom.
DATA ANALYSIS AND DISCUSSIONS
3.1 The teachers and students’ attitudes towards teaching and learning pronunciation
Very Rather Little Not at all
Chart 1: Importance of pronunciation to students and teachers
According to Chart 1, a significant majority of teachers and students recognize the importance of pronunciation, with most considering it either very important or rather important Only about 17% of students view pronunciation as having little importance, and notably, no respondents believe that teaching and learning pronunciation is unimportant This indicates a strong consensus among both teachers and students on the necessity of prioritizing pronunciation in language education.
Very Rather Little Not at all
Chart 2: Teachers and students’ interest in pronunciation in class
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum is designed to improve clarity and fluency in spoken English, addressing common pronunciation challenges faced by learners Effective teaching strategies include interactive exercises, listening activities, and pronunciation drills to foster a supportive learning environment By integrating these methods, educators aim to build students' confidence in their speaking abilities and prepare them for real-world communication.
Chart 2 reveals a shared low level of interest in pronunciation among both teachers and students at Dong Hy High School Over 80% express minimal concern for pronunciation during class, with only about 10% indicating a moderate interest Notably, there is no significant enthusiasm for pronunciation, suggesting a lack of positive attitudes towards its teaching and learning in the school.
Too difficult Boring and unsuitable
Chart 3: Teachers and students’ feeling towards the task of pronunciation in the textbook English 11
The chart reveals a consensus among teachers and students regarding the pronunciation tasks in the English 11 textbook, indicating that the majority find these tasks boring and unsuitable Only 11% of students and 17% of teachers consider the tasks interesting yet challenging, while approximately 20% of students deem them overly difficult Notably, no respondents rated the tasks as very interesting or appropriate Overall, both teachers and students share the sentiment that the pronunciation tasks are difficult, unengaging, and inadequately designed, suggesting a lack of satisfaction with this aspect of the curriculum.
Teaching English pronunciation using the textbook "English 11" at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum is designed to improve clarity and accuracy in spoken English, addressing common pronunciation challenges Engaging activities and practical exercises are incorporated to facilitate effective learning By emphasizing the importance of correct pronunciation, the program aims to boost students' confidence in their speaking abilities Overall, this approach fosters a comprehensive understanding of English sounds, contributing to better communication skills among learners.
To help students to communicate better 100% 100%
To provide students with the knowledge about English language
To help students to get good marks in the test and exam
To help students distinguish the differences between English and Vietnamese
Table 4: The purpose of teaching and learning pronunciation
Both teachers and students share a common goal in teaching and learning pronunciation, emphasizing its role in enhancing communication skills and improving exam performance Approximately 17% of teachers and 10% of students believe that pronunciation instruction also equips students with essential knowledge of the English language.
A survey of students in English 11 revealed that most found the pronunciation lessons uninteresting Key reasons for their disinterest include a lack of proficiency in English, leading to a lack of interest in pronunciation Many students struggle with difficult sounds and do not have opportunities to practice speaking in front of the class for corrective feedback Additionally, the repetitive activities across 16 units contribute to their boredom, and the textbook tasks are often dull and contain words beyond their reading capabilities Furthermore, teachers tend to prioritize grammar over pronunciation, neglecting this crucial aspect of language learning.
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills and overall language proficiency This approach emphasizes practical exercises and interactive methods to engage learners effectively By integrating pronunciation practice into the curriculum, educators aim to improve students' confidence and clarity in spoken English The program also addresses common pronunciation challenges faced by Vietnamese learners, ensuring that students develop a strong foundation in English communication.
The findings from the questionnaire and interviews reveal that nearly all teachers and students recognize the significance of pronunciation in language learning Despite this awareness, there is a noticeable lack of enthusiasm towards teaching and learning pronunciation, with many expressing minimal interest in the subject Participants find the pronunciation tasks in the English 11 textbook to be challenging and inappropriate for their skill level; while teachers perceive these tasks as interesting yet difficult, students describe them as boring and unsuitable Ultimately, the primary objectives for both teaching and learning pronunciation are to enhance communication skills and to ensure students achieve high marks in tests and exams.
3.2 The techniques used in teaching pronunciation
Always Usually Sometimes Seldom Never
Table 5: Frequency of the techniques used in teaching pronunciation
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum aims to improve clarity in speech and comprehension through structured lessons Engaging activities and practical exercises are integrated to reinforce learning and boost confidence in speaking This approach not only aids in mastering pronunciation but also enriches overall language proficiency.
The data indicates that teachers primarily utilize basic pronunciation techniques such as imitation, demonstration, drilling, and reading exercises, with minimal pairs used occasionally Approximately 33% of teachers frequently employ explanations, while 67% do so sometimes However, most teachers rarely or never incorporate visual aids and listening exercises, leading to a lack of engaging lesson content Notably, no teachers record students' pronunciation, highlighting a general disinterest in using teaching aids for pronunciation instruction, which contributes to students' diminished attention during lessons.
Students desire teachers to enhance pronunciation lessons by employing engaging and effective methods They seek more opportunities for diverse practice activities beyond the textbook, emphasizing the importance of the practice stage This focus will help them better understand and apply their learning in real-life contexts.
To enhance the effectiveness and engagement of pronunciation lessons, teachers should focus on creating more practice activities that foster a comfortable learning environment They ought to replace challenging textbook tasks with those better suited to their students' proficiency levels Additionally, collaboration among teachers to share experiences and discover diverse practice activities is essential, as it provides students with more opportunities to speak and excel in assessments Lastly, employing appropriate teaching methods tailored to the varying needs of students and lesson content is crucial for successful learning outcomes.
In a study examining six lessons on consonant clusters, it was discovered that teachers allocated only 10 to 15 minutes to pronunciation instruction, dedicating the majority of their time to grammar Furthermore, the majority of educators employed a similar approach to teaching pronunciation by utilizing modeling techniques.
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School involves focusing on consonant clusters, where students are guided to repeat sounds and engage in pronunciation exercises The teacher facilitates practice in pairs or individually, followed by students reading aloud in class While one teacher assists students in reviewing consonant sounds and distinguishing between them through examples, phonemic transcriptions are provided for practice Students listen to a short paragraph to identify consonant clusters, but despite these activities, opportunities for speaking in English are limited, hindering their pronunciation development The repetitive nature of the lessons across 16 units leads to student boredom, and the lack of additional exercises further restricts their improvement in pronunciation skills.
FINDINGS AND IMPLICATIONS
The study at Dong Hy High School reveals the attitudes of teachers and students toward pronunciation teaching and learning, the techniques employed in pronunciation instruction, and the challenges faced along with their underlying causes These findings effectively address the research questions outlined in the introduction.
Data analysis reveals that both teachers and students at Dong Hy High School recognize the significance of pronunciation in English language learning Pronunciation is essential for effective communication, acquiring knowledge, and succeeding in exams However, students show a lack of interest in pronunciation, often finding textbook tasks challenging, tedious, and inappropriate Consequently, students' pronunciation skills remain inadequate.
Teachers at Dong Hy High School often rely on basic pronunciation teaching methods such as imitation, demonstration, and minimal pairs, neglecting more engaging techniques like visual aids and listening exercises Their adherence to textbook activities leads to lessons that students find boring and unsuitable, while the lack of extra, level-appropriate exercises diminishes student interest in pronunciation lessons.
Both students and teachers at Dong Hy High School struggle with pronunciation, facing challenges similar to those identified in studies by Osburne (1996), Ha (2005), Nguyen (2007), and Dao (2007) While using the English 11 textbook, they encounter specific difficulties related to consonant pronunciation, highlighting a common issue in language education in Vietnam.
Teaching English pronunciation using the textbook "English 11" at Dong Hy High School presents unique challenges, particularly with clusters, consonant endings, and sounds absent in Vietnamese Among these pronunciation aspects, the sounds that do not exist in the Vietnamese language pose the greatest difficulty for students.
The challenges in teaching and learning pronunciation stem from various factors, with the differences between Vietnamese and English being the most significant Other crucial elements include the learners' native language, their exposure to English, and their attitudes and motivation towards pronunciation While age is recognized as a contributing factor, its impact is minimal among students and teachers When utilizing the English 11 textbook, additional influences such as time constraints, class size, and the quality of practice lessons play a vital role, with time being the most critical factor Although materials and equipment are important, they have less impact on the overall effectiveness of pronunciation instruction compared to other aspects.
To enhance pronunciation teaching and learning using the English 11 textbook at Dong Hy High School, the researcher proposes several key strategies These include integrating interactive activities that promote active engagement, utilizing audio resources for better listening skills, and incorporating regular pronunciation practice sessions Additionally, fostering a supportive classroom environment where students feel comfortable practicing their speaking skills can significantly improve their pronunciation outcomes Implementing these suggestions will create a more effective learning experience for students.
Despite recognizing the importance of pronunciation, most students show little interest in it, highlighting the need for teachers to prioritize this aspect of language learning Educators should integrate pronunciation instruction across all language skills—reading, speaking, listening, and writing—rather than confining it to focused lessons To enhance student engagement, teachers can implement motivating activities and simplify lessons, as motivation significantly boosts learning engagement and cognitive processes, according to Kenworthy (1987).
This article focuses on teaching English pronunciation using the "English 11" textbook at Dong Hy High School It emphasizes effective methods and strategies for enhancing students' pronunciation skills, ensuring they grasp the nuances of the English language By integrating engaging activities and practical exercises, the curriculum aims to foster a deeper understanding of phonetics and improve overall communication abilities among learners The importance of consistent practice and feedback in the learning process is also highlighted, making it a valuable resource for educators in the field.
Research indicates that many teachers rely on uniform techniques and textbook activities for their lessons, potentially leading to disengagement and ineffectiveness According to Harris (2003), various teaching techniques offer distinct advantages, emphasizing the importance of teachers’ discretion in their application It is crucial for educators to determine the most suitable techniques based on their objectives and the specific learning context, allowing for flexibility and the creation of innovative methods tailored to their students' needs.
Both teachers and students encounter significant challenges with consonant clusters, consonant endings, and sounds absent in Vietnamese To address these issues, teachers should dedicate more time to demonstrating proper sound production and utilize phonemic transcriptions for practice This approach allows students to rehearse in chorus and provides opportunities for individual presentations, enabling teachers to correct mistakes collectively Additionally, assigning related exercises for home practice is essential Overall, employing phonemic transcriptions is a highly effective strategy for enhancing students' pronunciation skills.
Difficulties in teaching and learning pronunciation stem from various factors, with the most significant being limited exposure, time constraints, and monotonous practice lessons in textbooks To address these challenges, several suggestions are proposed that focus on enhancing the pronunciation teaching and learning process.
Determining the optimal amount of exposure to English for effective learning can be challenging Continuous immersion in the language is crucial, as it significantly influences pronunciation skills However, in many teaching environments, students often have limited opportunities to engage with native speakers.
Teachers should foster a native-like English environment in the classroom by encouraging frequent communication between themselves and their students To enhance language skills, it's essential for educators to offer more listening exercises, particularly those focused on conversations, allowing students to practice and improve their comprehension and speaking abilities.
- The time for each lesson: The time for each pronunciation in English 11 is fixed; lengthening the time is impossible So teachers should be wise to carefully
Teaching English pronunciation using the English 11 textbook at Dong Hy High School requires careful consideration of essential knowledge areas and effective techniques to optimize time Selecting appropriate methods to ensure lessons are both engaging and productive can be challenging, as it largely depends on the individual teacher, their students, and the class size.
CONCLUSION
Limitations of the study
The study has obtained its objectives; however like many other studies, there are some limitations
The study was carried out in 5 months from March to August of 2012 among
100 students of grade 11 and 6 teachers teaching English for grade11 at Dong Hy High School
Teaching English pronunciation using the textbook "English 11" at Dong Hy High School focuses on enhancing students' speaking skills The curriculum emphasizes phonetic awareness and correct articulation to improve communication By integrating engaging activities and practical exercises, educators aim to build students' confidence in their pronunciation abilities This approach not only supports language acquisition but also prepares students for real-world interactions in English Overall, the program is designed to foster a comprehensive understanding of English pronunciation among learners.
From the scope of the study, the results of the study are only applied for grade
11 students at Dong Hy High School The study only focuses on finding the difficulties and the causes in the pronunciation teaching and learning process at Dong
Hy High School, so the results concluded in the study may not be generalized for learning and teaching pronunciation for high school students in general
Pronunciation is a crucial aspect of language teaching, encompassing various elements such as stress, connected speech, rhythm, assimilation, elision, and intonation Due to constraints in time and expertise, this study will focus on discussing and providing implications specifically related to the teaching of English consonantal pronunciation in the English 11 curriculum.
Suggestions for further study
On the basis of the findings and limitation of the study, the following recommendations are made for further research:
To gain a comprehensive understanding of the challenges and underlying causes in teaching and learning English using the English 11 textbook, it is essential to conduct similar studies involving teachers and students from various schools nationwide This approach will help identify effective techniques to address these difficulties.
In addition to consonantal aspects, research should also explore various pronunciation elements, including vowels, stress, connected speech, rhythm, pitch, loudness, length, quality, tone, and intonation This comprehensive approach aims to equip teachers and students with essential pronunciation knowledge, ultimately leading to improved outcomes in teaching and learning pronunciation.
Finally, teaching techniques are very important to teaching and learning pronunciation, there should be more studies on useful teaching techniques for teaching pronunciation matters in the textbooks English 10, 11,12
This article discusses the methods and strategies for teaching English pronunciation using the "English 11" textbook at Dong Hy High School It emphasizes the importance of effective pronunciation skills in language learning and highlights various techniques that can enhance students' speaking abilities The focus is on creating engaging lessons that cater to different learning styles, ensuring that students gain confidence in their pronunciation through practice and feedback By utilizing the resources provided in the textbook, educators can foster a supportive learning environment that encourages active participation and improvement in English pronunciation.
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Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum emphasizes practical exercises and interactive activities to improve students' speaking abilities By integrating pronunciation techniques with engaging lessons, educators aim to build confidence and fluency in English communication This approach not only aids in mastering pronunciation but also enriches the overall learning experience for students at Dong Hy High School.
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20 Nation, I S P& Newton,J.(2009) Teaching ESL/EFL listening and peaking New York: Routledge
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24.Taiffalo.(2001) Sound System in Vietnamese
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27 Underhill, A (2004) Sound Founds- Learning and Teaching Pronunciation
28.Walker, R (2001) Pronunciation for international intelligibility English Teaching Professional
29 Zawadzki, H 1994 In tempo: An English pronunciation course National Centre for English Language Teaching and Research, Macquarie University, Sydney, NSW
This article discusses the methods and strategies for teaching English pronunciation using the "English 11" textbook at Dong Hy High School It emphasizes the importance of effective pronunciation skills in language acquisition and communication The curriculum is designed to enhance students' phonetic awareness and articulation through engaging activities and exercises By integrating practical techniques and resources, the teaching approach aims to improve learners' confidence and fluency in spoken English Overall, the article highlights the significance of pronunciation in mastering the English language and the role of structured teaching materials in achieving this goal.
1 According to you, how is pronunciation important?
2 How much do you feel interested in learning pronunciation in class?
3 How do you find the tasks of pronunciation in the textbook English 11?
A Very interesting and suitable with your level
C Too difficult with your level
D Boring and unsuitable with your level
4 What do you learn pronunciation for? (More than one choice)
B To get knowledge of English
C To get good marks in the test and exam
D To know differences between English and Vietnamese
5 How often does your teacher use the following techniques?
Techniques/Frequency Always Usually Sometimes Seldom Never
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School is essential for enhancing students' language skills This approach focuses on effective pronunciation techniques that align with the curriculum By integrating practical exercises and engaging activities, educators can foster a supportive learning environment The goal is to improve students' confidence and fluency in spoken English, ensuring they are well-prepared for real-world communication Overall, this method emphasizes the importance of pronunciation in mastering the English language.
6 How difficult do you find Pronunciation in English 11?
7 Which pronunciation matters (listed below) do you find difficult for you to learn? (More than one choice)
A Consonant clusters (e.g / kl / , / skr / , / spr/ …)
C Consonant sounds that do not appear in Vietnamese like / θ /; / kw/; / ð/ ; / tʃ / ; / ʤ / , so on
8 What makes it difficult for you in pronunciation lessons? (More than one choice)
A Some sounds do not appear in Vietnamese
B You are affected by the native language
C The older you are the more difficult you find it to learn pronunciation
D You don‟t have chance to communicate with the native speaker
F You don‟t like learning English
G You find it unnecessary to learn pronunciation
9 What makes it difficult for you in pronunciation lessons in English 11?( More than one choice)
A Time for practice is limited
D Your teacher does not pay attention to pronunciation
E Lack of materials (relevant books/ tapes/ visual aids)
F There is no special room for learning foreign languages
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' speaking skills The curriculum is designed to address common pronunciation challenges faced by learners Effective teaching strategies, such as phonetic exercises and interactive activities, are employed to engage students By incorporating audio resources and real-life practice, the program aims to build confidence in speaking English Overall, this approach fosters a deeper understanding of pronunciation, essential for effective communication in English.
1 According to you, how is pronunciation important?
2 How much do you feel interested in teaching pronunciation in class?
3 How do you find the tasks of pronunciation in the textbook English 11?
A Very interesting and suitable with your students‟ level
C Too difficult with your students‟ level
D Boring and unsuitable with your students‟ level
4 What are your purposes of teaching pronunciation?
A To help students to communicate better
B To provide students with the knowledge about English language
C To help students to get better results in the exam
D To help students distinguish the differences between English and Vietnamese
5 How often do you use the following techniques?
Techniques/Frequency Always Usually Sometimes Seldom Never
This article discusses the methods and strategies for teaching English pronunciation using the textbook "English 11" at Dong Hy High School It emphasizes the importance of effective pronunciation skills in language learning and provides insights into the curriculum's approach to enhancing students' speaking abilities The focus is on practical exercises and activities that engage students, fostering a better understanding of phonetics and articulation Overall, the article highlights the significance of pronunciation in achieving fluency in English for high school learners.
6 How difficult do you find teaching Pronunciation in English 11?
7 Which pronunciation matters (listed below) do you find difficult for you to teach? (More than one choice)
A Consonant clusters (e.g / kl / , / skr / , / spr/ …)
C Consonant sounds that do not appear in Vietnamese like / θ /; / kw/; / ð/ ; / tʃ / ; / ʤ / , so on
8 What makes it difficult for you in pronunciation lessons? (More than one choice)
A Some sounds do not appear in Vietnamese
B You are affected by the native language
C The older you are the more difficult you find it to learn pronunciation
D You don‟t have chance to communicate with the native speaker
F You don‟t like teaching pronunciation
G You find it unnecessary to teach pronunciation
9 What makes it difficult for you in pronunciation lessons in English 11?(More than one choice)
A Time for practice is limited
E Lack of materials (relevant books/ tapes/ visual aids)
F There is no special room for learning foreign languages
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' speaking skills The curriculum emphasizes phonetic accuracy and intonation, aiming to build confidence in verbal communication Engaging activities and practical exercises are incorporated to facilitate effective learning By integrating modern teaching methods, educators strive to create an interactive environment that supports student participation and comprehension This approach not only improves pronunciation but also fosters a deeper understanding of the English language.
1 Do you find the pronunciation lessons in English 11 interesting? Why and Why not?
2 Do you like the practice lessons in English 11? Why and Why not?
3 What do you expect your teacher to do to make pronunciation lessons more effective?
1 Do you find it difficult to teach pronunciation in English 11? Why? Why not?
2 Do you often give extra activities or techniques in pronunciation lessons? Why? Why not?
3 What should teachers do to make the pronunciation lessons more interesting and effective?
Teaching English pronunciation using the "English 11" textbook at Dong Hy High School focuses on enhancing students' phonetic skills The curriculum emphasizes practical exercises and interactive activities to improve clarity and fluency in spoken English By integrating modern teaching methods and resources, educators aim to create an engaging learning environment that fosters confidence in pronunciation This approach not only aids in mastering the sounds of English but also prepares students for effective communication in real-world contexts Overall, the program is designed to support students in achieving proficiency in English pronunciation.