INTRODUCTION
Rationale of the study
In today's global landscape, English is essential for effective communication, serving as a vital tool across various fields including commerce, science, and technology Its significance has led to its inclusion in educational curricula worldwide, ensuring that students are equipped with the language skills necessary to engage with the international community.
Effective communication is a primary goal of learning a foreign language, as it relies heavily on accurate pronunciation Mispronunciation can lead to misunderstandings and communication breakdowns, making pronunciation instruction crucial in language education Traditional phonetics teaching typically focuses on segmental features like vowels and consonants before addressing suprasegmental aspects such as stress, rhythm, and intonation While this method helps students identify and produce individual sounds, it often neglects the suprasegmental features, resulting in a persistent foreign accent that can hinder effective communication Consequently, educators face significant challenges in teaching pronunciation effectively and engaging students in the learning process.
Creating engaging classrooms where students feel motivated to learn involves presenting interesting and age-appropriate content, setting clear yet challenging learning goals, and fostering a supportive atmosphere Research indicates that students only retain what they find interesting, which can be influenced by various factors According to Sesnan (1997), effective teachers not only employ good teaching methods but also focus on how to engage students in the learning process Key strategies for maintaining student interest include using audio-visual aids, interactive activities like games, songs, storytelling, and projects Among these, songs are highlighted as particularly effective for enhancing learning, leading the researcher to select them as a tool for teaching pronunciation to students at Duy Tien C High School.
Aims of the study
(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 10 th -form-students
The theory of English pronunciation teaching is intricate, involving various components This study focuses specifically on the use of traditional English songs, emphasizing fundamental elements such as sound, stress, and linking.
This study explores the impact of well-known traditional songs characterized by soft melodies, simple lyrics, and catchy tunes, making them easy to listen to The focus is on various music genres, including pop, rock, rap, hip-hop, jazz, classical, traditional, and country, highlighting the appeal of these accessible musical forms.
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
The collected data come from 6 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 4 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.
DEVELOPMENT
Pronunciation refers to the manner in which a language is articulated, encompassing various interpretations by different authors According to the Oxford Advanced Learner's Encyclopedic Dictionary, it is fundamentally defined as "the way in which a language is spoken."
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is spoken, encompassing the manner in which an individual articulates a word.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation
1.2 The teacher’s and students’ role in teaching and learning pronunciation
The effectiveness of teaching pronunciation remains a contentious issue in language education Research by Purcell and Suter (1980) and Morley (1991) suggests that teachers may have minimal impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language largely depends on factors beyond educators' control Nevertheless, Pennington (1989: 203-227) suggests that teachers can significantly impact students' pronunciation if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in assisting learners to recognize individual sounds in English Often, students interpret English sounds through the lens of their native language, which can hinder their pronunciation Therefore, it is essential for teachers to explain the tongue's positioning and demonstrate the physical articulation of foreign language sounds effectively.
LITERATURE REVIEW
Definition of pronunciation?
Pronunciation is commonly understood as "the way in which a language is spoken," according to the Oxford Advanced Learner's Encyclopedic (1992:718) Various authors define this concept in different ways, highlighting its significance in language communication and understanding.
In addition, Jones (1998:5) defines that pronunciation is “the way in which people pronounce words.”
Pronunciation is defined as the way a word or language is spoken, encompassing the manner in which an individual articulates a word.
Since pronunciation is a complicated concept that involves many aspects, it is difficult to make clear what definition is the most precise one In this paper, the definition by Jones
(1998) is picked up for the purpose of the study that is using songs to teach pronunciation.
The teacher’s and students’ role in teaching and learning pronunciation
The effectiveness of teaching pronunciation remains a contentious topic in the language education community Research by Purcell and Suter (1980) and Morley (1991) suggests that teachers may have minimal impact on enhancing students' pronunciation skills.
Achieving accurate pronunciation in a second language largely depends on factors beyond educators' control Nonetheless, Pennington (1989: 203-227) suggests that teachers can significantly impact students' pronunciation if specific criteria are met.
The fact is that teachers play a very important role in teaching and learning pronunciation Kenworthy, J (1996:1) has mentioned some roles of a typical teacher of teaching pronunciation as follows
Pronunciation teachers play a crucial role in aiding learners to distinguish individual sounds in English, as students often interpret these sounds through the lens of their native language It is essential for educators to explain tongue positioning and demonstrate the physical articulation of foreign language sounds Additionally, teachers must ensure that learners accurately perceive sounds within the correct categories and assist them in developing new sound categories when needed.
Teachers play a crucial role in teaching pronunciation by modeling sounds that are not present in students' native languages They assist learners in imitating these new sounds and provide helpful tips to facilitate the production of unfamiliar phonetic elements.
Teachers play a crucial role in not only guiding students in producing sounds but also in assessing their performance It is essential for educators to provide feedback, as learners often lack the awareness of their own progress and accuracy This feedback is vital for their development and understanding of the subject matter.
Pointing out what is going on
Learners must understand what aspects to focus on and improve in their speaking skills Since speaking is often managed unconsciously, important elements may be overlooked Therefore, teachers should educate learners about the various sounds and resources they can utilize to effectively convey their spoken messages.
Students need the help of teachers in establishing a plan for action, in deciding what to concentrate on and when to leave well enough alone
Learning pronunciation can be complex, so teachers should carefully design or choose effective activities for student practice It's essential for educators to explore which activities offer the most practice opportunities while also considering that different activities may align better with the diverse learning styles and approaches of their students.
Another important role of a foreign language teacher is to assess students‟ progress and provide information about it because students find it hard to do by themselves
According to Kenworthy (1996), a teacher who shows genuine concern for students' pronunciation and speaking skills is likely to inspire similar concern in their learners Additionally, researchers Moore (1992) and Pintrich and Strunk (2002) emphasize that achievement motivation is driven by a desire to succeed; if students lack interest in a task or fail to recognize its value, their motivation to excel diminishes.
A formal teacher plays a crucial role in enhancing students' learning experiences By keeping essential responsibilities in mind, educators can ensure that pronunciation lessons are both enjoyable and effective.
Nguyen Bang and Nguyen Ba Ngoc (2001: 7-15) highlight several key roles of students in mastering pronunciation First, students must accurately perceive the pronunciation model to ensure they can replicate it correctly Additionally, engaging in recognition, imitation, and repetition activities is essential for effective learning Lastly, self-correction of pronunciation errors is crucial for improvement.
Ultimate success in pronunciation is largely determined by the effort learners invest in their practice (Morley, 1991) Even if a teacher possesses exceptional teaching skills, minimal improvement occurs if learners do not actively engage and monitor their own progress Thus, it is crucial for learners to participate actively during lessons to foster significant change and improvement in their pronunciation skills.
To enhance foreign language learning, it is crucial for educators to motivate students actively, as improvement is unlikely if learners show disinterest or lack engagement in their studies.
Pronunciation and communicative teaching
The grammar-translation method neglects pronunciation instruction, focusing primarily on grammar and vocabulary, which are essential for effective communication Pronunciation is crucial, as mispronouncing phonemes can hinder understanding between speakers (Gerald, K., 2000) A primary objective of English teaching should be to enable learners to communicate effectively and accurately (Davies, P., 2000) While memorizing language forms and rules may serve as a short-term goal, it should not overshadow the importance of pronunciation The traditional aim of achieving native-like pronunciation is now considered unrealistic for many learners (Kenworthy, J.).
(2000:3) suggested that “for a majority of learners, a far more reasonable goal is to be comfortably intelligible”
According to Castillo (1990), effective English pronunciation instruction should be combined with communicative practices to enhance student performance Nooteboom (1983) emphasizes that speech production is influenced by speech perception, highlighting the importance of the listener in communication Thus, integrating pronunciation with communicative activities is essential for providing students with opportunities to improve their pronunciation through listening and speaking.
The communicative approach to pronunciation teaching emphasizes the importance of engaging the whole person in the learning process (Morley, 1991:501) Key dimensions to focus on include the learner's intellectual, affective, and physical involvement In this approach, teachers play a crucial role by providing information, setting high standards, offering diverse practice opportunities, and supporting and encouraging learners throughout their journey.
All students can succeed in mastering foreign language pronunciation by establishing clear learning goals Pronunciation should be regarded equally with grammar, syntax, and discourse as essential components of effective communication Integrating pronunciation practice into communication courses is vital for enhancing learning outcomes When these criteria are fulfilled, learners are likely to excel in their pronunciation skills.
Review of traditional methods and approaches for teaching pronunciation
1.4.1 Traditional methods of teaching pronunciation
Pronunciation plays a varied role in foreign language teaching across different methodologies In the grammar-translation method, pronunciation instruction is largely absent, whereas the audio-lingual method prioritizes pronunciation through traditional techniques such as minimal pairs, drills, and brief dialogues The late 1960s and 1970s saw increasing scrutiny regarding the effectiveness of pronunciation instruction in English as a Foreign Language (EFL) curricula This period marked a shift from teacher-centered approaches to more learner-centered classrooms, highlighting the evolving perspective on the importance of pronunciation in language acquisition.
The integration of pronunciation with oral communication is essential, shifting the focus from segmental to suprasegmental aspects This approach emphasizes individual learner needs and incorporates meaningful task-based practices Additionally, it highlights the necessity for developing new teaching strategies for educators.
The language teaching landscape has evolved from teacher-centered to learner-centered classrooms, prioritizing meaningful communication in every course As a result, achieving intelligible pronunciation has become a fundamental goal for all language courses.
Tench (1981), Pennington (1989), Jones and Evans (1995), Dalton and Seidlhofer (1994) mentioned two approaches to teaching pronunciation: bottom- up and top-down
The bottom-up approach to teaching pronunciation starts with the articulation of individual vowels and consonants, progressing to intonation This model of speech perception suggests that we understand speech by interpreting it through a series of stages, beginning with the smallest units and building up to larger ones (Anderson and Lynch, 1988) By focusing on segmental elements, learners can accurately produce individual sounds, but they may struggle with contextualized sounds in connected speech Consequently, this traditional approach should be emphasized from the outset of a language course to ensure a comprehensive understanding of pronunciation.
The top-down approach to language learning emphasizes the importance of contextualized sounds in connected speech, suggesting that once prosodic features like stress, rhythm, and intonation are established, segmental discriminations will naturally follow According to Wrong (1993), these prosodic elements are more crucial for effective communication in English than individual sounds Therefore, teaching pronunciation from the perspective of suprasegmentals is essential in a Communicative Language Teaching (CLT) context Yule, Hoffman, and Damico (1987) further argue that pronunciation learning should extend beyond identifying primary stress and comparing vowel and consonant sounds, as focusing solely on these elements is just the initial step in mastering English speech.
Songs as motivator for students to improve pronunciation
The shift in language teaching from the grammar-translation method to a communicative approach has made pronunciation a crucial element in language classrooms Teachers should integrate pronunciation practice into oral communication classes rather than treating it in isolation According to Morley (1991), the focus of pronunciation instruction should shift from achieving perfect pronunciation to fostering functional intelligibility and communicability This change aims to enhance spoken English skills tailored to the individual needs of learners.
Research indicates that positive attitudes and motivation significantly contribute to success in second language learning (Gardner, 1985) Motivated learners tend to engage actively in class, show interest in the material, and dedicate time to studying According to Davies (2000), many educators view motivation as crucial for effective language acquisition However, defining and measuring motivation is challenging due to its complexity, and students may respond differently to teaching methods, making it particularly difficult to motivate learners during pronunciation lessons.
To engage students effectively, teachers must employ imaginative and creative teaching techniques that make English lessons exciting and relevant It is essential for students to recognize the importance of learning English and find it enjoyable According to Davies (2000), successful language teaching hinges on providing ample opportunities for classroom participation and fostering a motivating learning environment One effective method to boost student enthusiasm is through the incorporation of songs into the curriculum.
English songs serve as an effective tool in language teaching due to their ability to engage students and enhance the learning experience They not only make learning enjoyable but also resonate with students' psychological and emotional needs, encouraging them to sing along even with limited understanding of the lyrics This relaxed approach helps alleviate study pressure Additionally, a wide variety of songs caters to different proficiency levels, ensuring that suitable materials are available for any language class Furthermore, incorporating authentic resources like English songs enriches cultural knowledge, which is crucial for second language acquisition As Zhu Weifang (2008) emphasizes, the combination of music and language in songs offers numerous benefits, including cultural richness, idiomatic expressions, and therapeutic effects, making them an invaluable resource for language education.
Aspects of pronunciation that can be improved through songs
Various authors worldwide present differing perspectives on the elements of teaching pronunciation Gerall (2000) identifies key components such as vowels, consonants, word and sentence stress, intonation, connected speech, and spelling In contrast, Colin (1985) emphasizes weak forms, clusters, linking, contractions, and stress timing as essential elements Additionally, Grant (1995) offers a more comprehensive framework, organizing the teaching elements from sounds to syllables, words, sentences, and ultimately to discourse segments.
This thesis focuses on fundamental elements of pronunciation instruction, recognizing that students often imitate singers, which influences their vocal techniques The varied pitch in songs, moving from low to high, provides an excellent opportunity to practice stress and intonation in English Therefore, the key pronunciation elements addressed in this study will include these aspects.
According to Gimson (1962), English phonetics is categorized into two primary types: vowels and consonants, each serving distinct roles within syllables The complexity of English pronunciation is heightened by its extensive borrowing from languages such as Eskimo, Farsi, ancient Latin, Greek, and French This leads to confusion in sounds and phonetic transcription, exemplified by homographs and homophones, which illustrate the discrepancies between sound and written form Consequently, it is essential to focus on teaching the fundamental components of English, including vowels, consonants, syllables, phonetic transcription, and ending sounds.
Stress plays a crucial role in English pronunciation, often posing challenges for learners In multi-syllable words, one syllable is typically stressed, making it stronger, louder, and longer than the others This emphasis on the stressed syllable is vital for effective communication, as it helps speakers recognize words and phrases (Grant, L 1993: 241) Consequently, focusing on word stress at the outset of any pronunciation course is essential for helping learners achieve clear and understandable speech.
Rhythm, as defined by Kenworthy (2000:30), is the alternation between strong and weak syllables, resulting from word stress This rhythmic pattern highlights significant elements by placing them on strong beats, emphasizing their importance in speech.
Understanding intonation in English is crucial, as the speaker's stress and pitch variations can alter a sentence's meaning Intonation refers to the rise and fall of pitch, which conveys diverse meanings and emotions Therefore, it is essential for students to learn about intonation from the beginning of their courses Utilizing songs can be an effective method to enhance English intonation and stress skills.
Choosing songs
Selecting the right songs is crucial for effectively teaching pronunciation in EFL classes, as the choice of song materials significantly impacts learning outcomes Both teachers and students can participate in this selection process, with students often gravitating towards popular or easily accessible songs.
In this study, the researcher aims to identify the most suitable songs for teaching pronunciation to students at Duy Tien C High School Key criteria for song selection include clear audibility, avoidance of lyrics that are difficult to discern, positive and wholesome content, and the absence of unfamiliar vocabulary or outdated slang (Eken, D.K 1996: 46-47) Various genres of Western music, including pop, jazz, classical, rock, and traditional songs, were considered However, traditional songs are deemed most appropriate for 10th-grade students due to their appealing melodies and suitable lengths for pronunciation lessons in secondary education.
Summary
This chapter emphasizes the crucial roles of both teachers and students in the pronunciation learning process, highlighting that student engagement is essential for effective learning It reviews traditional methods of teaching pronunciation and identifies the use of songs as a highly effective approach The importance of pronunciation in today’s communicative curriculum is underscored, with the thesis addressing how to teach pronunciation effectively through songs Songs are chosen for their motivational impact on students, and to accommodate time constraints, only short and simple songs are utilized to enhance students' word stress, intonation, and rhythm.
METHODOLOGY
The context of the study
2.1.1 Physical conditions which affect students’ participation in a pronunciation lesson
The learning environment significantly affects students' performance and well-being at school Key physical conditions such as class size, furniture, lighting, and classroom layout play a crucial role in shaping students' attitudes toward learning According to Harmer (1992), an improved learning environment not only enhances academic outcomes but also inspires and motivates students Ultimately, a well-designed classroom fosters a positive atmosphere that supports effective learning.
Textbooks and authentic materials are crucial resources in language teaching Textbooks outline the goals and objectives of language programs, making them essential for student development According to Krashen (1981), students advance by engaging with language that slightly exceeds their current understanding, indicating that well-suited textbook content significantly enhances language competence On the other hand, authentic materials—such as tapes, language laboratories, wall charts, and multimedia resources—play a vital role in enriching the learning experience These materials not only motivate students, especially when they feel fatigued by repetitive exercises, but also make learning more engaging and enjoyable, encouraging continued participation in lessons.
Authentic materials play a crucial role in language learning by encouraging students to engage more naturally with their surroundings As M (1982:1) notes, these materials prompt learners to look beyond their textbooks, fostering real-life communication skills By incorporating various types of authentic resources, educators can transform the classroom environment, bridging the gap between academic learning and everyday experiences, ultimately enhancing students' ability to think and act as they would in real-world situations.
2.1.2 Teaching and learning conditions at Duy Tien C high school
Duy Tien C High School, established 20 years ago and located on the outskirts of Phu Ly town, recently integrated English into its curriculum, making it a relatively new subject introduced approximately 10 years ago.
Despite being a newly established institution, the school boasts sufficient classrooms; however, it lacks a dedicated language lab for English instruction Additionally, there is a critical deficiency of modern teaching aids, with only two overhead projectors available for 23 classes and nearly 50 educators across 12 subjects.
Since 2006, the school has implemented new syllabuses from the Ministry of Education and Training, which are considered both updated and challenging The primary difficulties in teaching and learning stem from the varying levels of language proficiency among students While most have been studying English since grade 6, a few students from the town center began as early as grades 3 to 5 Additionally, all students reside in a remote rural area, where both living and learning conditions are challenging.
Many students begin learning English at an early age, yet a significant number struggle with low proficiency due to negative attitudes towards the language and insufficient time dedicated to study Additionally, the introduction of new, challenging syllabuses in other subjects has further hindered their ability to learn English effectively.
Despite facing challenges, the English teachers at Duy Tien C High School are young, well-trained, and energetic, creating an ideal environment for Communicative Language Teaching (CLT) The faculty comprises six teachers, with five females and one male, aged between 22 and 35 Among them, four hold B.A degrees from CFL-VNUH, one from Hanoi University, and one from Thai Nguyen University The youngest teacher, who graduated last year, has nearly one year of teaching experience, while the oldest boasts over ten years in the profession.
At Duy Tien C High School, most teachers rely on traditional language teaching methods that prioritize grammar and vocabulary, often neglecting pronunciation They face challenges in implementing the new syllabus, particularly in initiating activities and managing the classroom However, these young, recently graduated teachers are eager to enhance their knowledge of communicative competence to improve their English teaching practices.
2.1.3 Background information of the phonetics lessons at upper secondary school
Phonetics should be taught alongside grammatical items, typically within a 45-minute lesson, but the author often dedicates only 7 to 10 minutes to phonetics, prioritizing grammar Over five years of teaching English at Duy Tien C High School, the researcher observed that students showed minimal interest in phonetics, with some lacking motivation and engagement Conversations with students revealed that they found the classes boring and felt they were not learning effectively In response to this feedback, the author implemented changes to enhance the phonetic lessons.
Data collection instruments
Both questionnaires and tests were employed in this research so as to get the accurate data These two interuments help the researcher get more in-depth data for analysis
In this research, questionnaires are utilized as a key data collection tool due to their popularity and effectiveness They are straightforward to design and can be distributed to large groups simultaneously, allowing researchers to gather substantial information quickly.
The student questionnaire is designed to gather insights on their opinions and attitudes towards the use of English songs in learning It comprises six key questions: the first explores students' general attitudes towards English songs; the second assesses how songs can enhance pronunciation skills; the third investigates the activities students engage in while listening to music; the fourth identifies preferred tasks related to pronunciation lessons that incorporate songs; the fifth examines students' awareness of the role of songs in teaching and learning pronunciation; and the sixth addresses the potential drawbacks of using songs in this context.
During the questionnaire distribution, students were encouraged to ask questions for clarity and ensure complete understanding Additionally, they were permitted to express their thoughts in Vietnamese regarding the disadvantages of using songs, allowing them to fully articulate their feelings.
The teacher questionnaire comprises five questions designed to explore the use of songs in teaching pronunciation Question 1 investigates the frequency with which teachers incorporate songs into their lessons Question 2 identifies the types of songs utilized for teaching purposes Question 3 examines the specific tasks teachers create that involve songs Question 4 addresses the resources available to teachers for effectively using songs in their instruction Finally, Question 5 highlights the challenges teachers face when designing lessons that incorporate music.
The objective of the tests was to determine how songs can enhance students' pronunciation skills Each test was allocated a duration of fifteen minutes and comprised two parts, tailored to the different proficiency levels of classes 10 A2 and 10 A3 The initial pre-test was administered to students after the first week of the second term, while the subsequent post-test was conducted at the term's conclusion.
Data collection procedures
In the 2009-2010 school year, the author conducted a study involving two 10th-grade classes, each consisting of 45 students with varying levels of English proficiency The research focused on the role of phonetics within language lessons, specifically incorporating traditional English songs in the pronunciation instruction for class 10 A2, while class 10 A3 received standard instruction without the use of songs Data collection was carried out systematically throughout the study.
Step 1: 2 classes (10A2 and 10A3) were given a pronunciation test as a pre-test
Step 2: a post-test was used in both classes to find out the results of the teaching and learning pronunciation
Step 3: the survey questionnaire for students was delivered to the experimental class to find out what they thought, how much they enjoyed the effectiveness of using songs in pronunciation lessons In addition, a survey questionnaire was also delivered to the English teachers at Duy Tien C high school to find out how they used songs in the class.
The use of songs in the lessons
In this study, English songs were incorporated as tasks for students at the start of each language focus lesson, typically taught within a ten to fifteen-minute timeframe.
The teacher began the lesson by providing background information on the songs, including details about the composer, singers, and the context in which the songs were created Next, students were divided into groups to skim the handouts and make predictions about the tasks The teacher then played the songs, allowing students to listen from start to finish to grasp the overall themes and tones The recording was played a second time, pausing at key words to give students time to complete their tasks After listening three times, the teacher facilitated a discussion where students shared their answers, followed by corrections and feedback.
Summary
In this chapter, the author explores the teaching and learning conditions at Duy Tien C High School, focusing on how physical environments influence student participation in English pronunciation lessons The study aims to identify the most effective conditions for enhancing pronunciation skills Additionally, the researcher provides background information on phonetics lessons at the upper secondary level Data for this study is collected through tests and questionnaires, and the chapter concludes with a discussion on the integration of songs into pronunciation lessons to enhance learning outcomes.
DATA ANALYSIS AND FINDINGS
Questionnaires
The questionnaire was used to explore students‟ attitude towards the use of English songs in teaching pronunciation and to what extent they got engaged in the pronunciation lesson
The participants of this survey questionnaire is 45 ten-grade-students in class 10 A2 who were taught with the use of songs
In this section, the following results will be analysed:
3.1.1.3.1 Students’ attitude towards English songs
Chart 1: Students’ attitude towards English song
The pie chart clearly depicts students' attitudes toward English songs, revealing that a substantial 89% show interest in this teaching method Notably, over half of the students (56%) expressed a strong preference for learning through music Conversely, 11% of the students reported a dislike for English songs, citing unfamiliarity with the listening process due to the presence of linking and connected words.
Many students find it challenging to learn through English songs, preferring traditional teaching methods instead They express difficulties in keeping pace with their classmates and often feel empty-handed when they return home, struggling to retain what they've learned.
3.1.1.3.2 The improvement of students’ pronunciation after they had been taught with the use of songs
Chart 2: Students’ improvement after they had been taught with the use of songs
Not at all Very little Much Very much
A recent study revealed that 84% of students experienced improvement in their pronunciation after a term of learning with songs, with 62% reporting significant progress Many students noted enhanced sound discrimination and better word stress reading However, 16% of students reported no progress, citing a lack of motivation or difficulty keeping pace with their peers as contributing factors.
3.1.1.3.3 Activities students do during the pronunciation lesson
Chart3: Activities students do during the pronunciation lesson
Relax and listen for fun Pay attention to the pronunciation of the key words Listen attentively and remmember the content Take note all the words
Listen and pay attention to the test requirement
Chart 3 reveals that only 7% of students listened to songs for enjoyment, with many indicating they struggled to understand the lyrics While some focused on the rhythm instead of the words, over half (55%) employed effective pronunciation learning methods Specifically, 22% concentrated on key word pronunciation, and 33% listened to songs while adhering to task requirements Due to the simplicity and brevity of the lyrics, some proficient students even attempted to sing along, expressing enthusiasm for improving their pronunciation However, a significant portion (38%) lacked appropriate study techniques, with 18% trying to memorize song content and 20% obsessively noting every word, which led them to miss parts of the songs.
3.1.1.3.4 Students’ favourite tasks while learning pronunciation lesson with the use of songs
Table 1: Students’ favorite tasks while listening to songs
Not at all Not much Much Very much
Matching the words with their pronunciation 13% 29% 36% 22%
The data reveals that matching words with their pronunciation captivates students' interest, with 58% expressing enjoyment in this task due to its simplicity and low attention requirement Additionally, students noted that this activity aids in distinguishing challenging sounds Similarly, over half (53%) of the students found multiple-choice tasks engaging, as listening to songs with handouts facilitated easier answer selection and helped differentiate between homophones and homographs Conversely, mistake correction posed significant challenges, as 63% of students disliked it, citing the need for good pronunciation and focused attention, with many struggling to complete the task Gap filling also proved difficult, with 56% of students disliking it, primarily because they failed to recognize previously learned words.
3.1.1.3.5 The effectiveness of using songs in teaching pronunciation
During a pronunciation teaching term, the researcher observed a notable increase in student engagement, with many students showing heightened interest in learning pronunciation They not only listened attentively to the teacher but also actively participated in the lessons, demonstrating a commitment to improving their skills This engagement is supported by the data presented in the table below.
Table 2: The effectiveness of using songs in teaching pronunciation
Learning pronunciation with the use of songs…
Strongly agree Agree Disagree Strongly disagree
1 helps students to achieve the native-like pronunciation 6.7% 24.4% 33.3% 35.6%
2 makes students more confident in the pronunciation lessons 21.1% 36.7% 22.2% 20%
3 helps students pay greater attention to word stress 24.4% 33.3% 17.8% 24.4%
4 makes the pronunciation lessons easier and interesting 37.8% 33.3% 15.6% 13.3%
5 helps students to improve their pronunciation 51.1% 36.7% 8.8% 3.3%
6 helps students to discriminate English sounds better 21.1% 33.3% 17.8% 26.7%
The effectiveness of using traditional English songs in pronunciation lessons is evident, with 71.1% of students expressing a strong preference for this teaching method The incorporation of music not only makes the lessons more enjoyable but also creates a relaxed atmosphere, enhancing the overall learning experience Students reported feeling happier and more eager to engage in each lesson when music was involved.
“Teacher! I really look forward to the English lesson because it has so much fun.”(Hoang
The Van Hai-class 10 A2 study revealed a significant increase in student motivation following the course, with only 28.9% opposing the use of songs to make lessons enjoyable An impressive 87.8% of students acknowledged that learning through songs enhanced their pronunciation skills, leading to nearly 90% reporting improved practice Additionally, 57.8% of students gained confidence in pronunciation tasks, although 42.2% still expressed fear regarding pronunciation lessons, indicating room for improvement in teaching methods Furthermore, 31.1% of students felt that learning with songs helped them achieve native-like pronunciation The data also indicated that the use of English sounds improved students' sub-skills, with over half (57.7%) focusing on word stress, a crucial aspect of English speaking and listening Nearly 55% could now differentiate English sounds, overcoming previous challenges in distinguishing sounds not present in Vietnamese, such as the vowel /e/ and the difference between "she" and "see."
3.1.1.3.6 Some disadvantages of using songs in teaching pronunciation
Question 6 of the survey is crucial as it reveals the drawbacks of using traditional English songs for teaching pronunciation This open-ended question allowed students to express their thoughts on the negative impacts of songs The responses varied significantly, but the researcher identified three primary factors that hinder students' pronunciation improvement.
The captivating melodies and stunning visuals of songs often distract students from focusing on the lyrics Over thirty percent of students indicated that the enchanting music and appealing scenes led them to become engrossed in the songs, making it difficult for them to concentrate on the lyrics and the singer's performance As a result, these students struggled to complete their tasks effectively.
The frequent occurrence of sound assimilation, linking, and abbreviation has made it challenging for students to understand spoken words, affecting 42% of them, particularly those with poor pronunciation One student, Dang Hong Khanh from Class 10A2, expressed frustration, stating, “It seems to me that most of them are new words and I cannot recognize them although the words are already learned.” Even proficient students reported difficulty with common abbreviations, such as “gonna” for “going to” and “wanna” for “want to.”
Students often prefer pop music or hip-hop over traditional songs, finding the latter too short and simplistic While some good students appreciate traditional music, many feel it doesn't resonate with their age group They express a desire to hear popular global artists and enjoy hip-hop melodies accompanied by captivating dancers.
“I like Britney Spear She is so beautiful and she dances beautifully” (Nguyen Thi Mai Huong – Class 10A2)
While songs significantly enhance high school students' pronunciation skills, it is essential to acknowledge certain drawbacks to maximize their effectiveness in learning.
The overall aim of questionnaire for teachers is to find out how the teachers at Duy Tien C high school use English songs to teach pronunciation
The participants of this survey questionnaire is 6 teachers of English at Duy Tien C high school
3.1.2.3.1 Teachers‟ frequency of using songs to teach pronunciation for students
Table 3: Teachers’ frequency of using songs to teach pronunciation for students
Question No of response Percentage
1.How often do you use English songs to teach pronunciation for students? a Never b Rarely c Sometimes d Often e Always
In a recent survey, it was found that 66.7% of teachers reported never using songs to teach pronunciation, while 16.7% occasionally incorporated music into their lessons Additionally, one teacher rarely utilized songs in their instruction The majority, five teachers, preferred to follow the textbook approach for teaching pronunciation.
3.1.2.3.2 Kinds of songs teachers used to teach pronunciation
Table 4: Kinds of songs teachers used to teach pronunciation
Question No of response Percentage
2.What kind of songs do you choose to teach pronunciation for your students? a Traditional songs b Pop songs c Jazz d Rock n‟ roll e Other kind(s)
In a recent survey, 16.7% of teachers reported using pop songs in their lessons, while one teacher favored rock 'n' roll, citing that these genres resonate with students' age and interests Conversely, four teachers indicated they did not incorporate songs into their teaching methods at all.
3.1.2.3.3 Kind of task(s) the teachers usually designed to teach students with the use of songs
Chart 4: Kind of task(s) the teachers usually designed to teach students with the use of songs
Tests
The aim of the two tests (pre-test and post-test) was to make it clear whether the using of English traditional songs helps students to improve their pronunciation
90 students of class 10 A2 and 10 A3 involved in these two tests Class 10 A2 was taught with the use of English songs and class 10A3 was taught without songs
The pre-test and post-test, each lasting fifteen minutes, were administered to students at the start and conclusion of the term Designed with a focus on validity and reliability, these assessments aimed to evaluate student progress Following the collection and grading of the tests, the researcher analyzed the scores based on established criteria.
Frequency distribution: to find out the range of mark each class reach before and after the research
The measures of central tendency: to clarify the progress tendency in each class
The standard deviation: to help the author explore the degree to which the group of test scores deviated from the mean
Basing on those results, the author will find out the effectiveness of using songs in teaching pronunciation for high school students
3.2.4 Data analysis and finding 3.2.4.1 Pre-test (At the beginning of the term)
Table 6: Frequency distribution (pre-test)
The mode: 4 and 5 The mode: 5
The data presented indicates that student marks in classes 10A2 and 10A3 range from two to nine, with marks four, five, and six being the most prevalent Notably, class 10A3 students tend to achieve higher marks overall In class 10A2, 62.2% of students received marks of four or five, while 35.5% of students in class 10A3 scored a five Overall, both classes demonstrate a low level of proficiency, with very few students attaining marks of seven, eight, or nine, and none achieving the highest mark.
Table 7: Mean and Std Deviation (pre-test)
The data indicates that the average score of class 10 A2 (5.22) surpasses that of class 10 A3 (4.73), suggesting that students in class 10 A2 perform slightly better The medians for both classes are six for class 10 A2 and five for class 10 A3, aligning closely with their respective means Additionally, the standard deviations are 1.39 for class 10 A2 and 1.37 for class 10 A3, reflecting a minimal spread of scores and a narrow range of abilities among students in both classes.
3.2.4.2 At the end of the term (Post-test)
Table 8: Frequency distribution (post-test)
Recent data reveals that over half of the students in both classes achieved marks of five and six, with 57.7% in class 10A2 and 53.3% in class 10A3 Notably, class 10A2 saw a significant increase from 46.6% in the pre-test, highlighting substantial improvement in pronunciation skills While class 10A2 has fewer below-average marks compared to class 10A3, it surpasses it in above-average marks Both classes share a mode of five, reinforcing the notion of student progress Despite the absence of perfect scores (mark 10), the presence of a mark one in class 10A2 suggests a decline in performance for some students Overall, these findings indicate varying levels of achievement and areas for further improvement.
Total 45 100% 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
Table 9: Mean and Std Deviation (post-test)
A comparison of pre-test means reveals that both classes demonstrated improvement, yet the extent of progress varied Class 10A3 showed a modest increase from 4.73 to 5.08, while class 10A2 experienced a more significant rise from 5.22 to 5.52 This indicates that the use of English traditional songs notably enhanced pronunciation skills among students in class 10A2 Additionally, the standard deviation increased from 1.39 to 1.61 in class 10A2, suggesting a broader range of abilities and a larger spread of scores in class 10A3.
Chart 6: Raw marks in pronunciation test (Post-test)
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
implication
The effectiveness of using songs to teach pronunciation for high school students
The survey and test results confirmed the author's hypothesis that using songs in pronunciation teaching significantly improved students' pronunciation skills and increased their motivation and interest in the subject Most students expressed a preference for incorporating English songs into future lessons The findings indicated that students taught with songs performed better than those who were not, although some preferred pop songs over traditional ones, citing that traditional songs were too simple Additionally, a few students struggled, reporting that they focused more on the music than on the tasks, leading to poorer results compared to the beginning of the term.
How to use songs to teach pronunciation for students
Traditional English songs often feature meaningful content and are appropriately timed for classroom use To maximize their effectiveness, teachers should select songs that present a suitable challenge for advanced students, as the difficulty level can significantly influence pronunciation exercises Additionally, incorporating a variety of tasks and activities can enhance student engagement and excitement during lessons Here are some recommendations for designing these tasks.
Difficult to hear the text Matching words with their pronunciation Easy and short text Mistake correction
Difficult or long text Multiple choices
In this engaging activity, the teacher provides students with handouts containing song lyrics that include intentional mistakes Students listen to the songs, identify, and correct the errors, which often involve minimal pairs or similar-sounding words The teacher typically plays the recording twice before offering feedback This exercise effectively enhances students' understanding of homophones and homonyms in English, making it a valuable practice tool.
In this engaging activity, students receive handouts featuring several blanks to fill in Each blank offers three distinct choices, requiring students to select the word they hear from the song The options are pronounced with subtle differences, encouraging attentive listening to identify the correct answer effectively.
Matching the words with their pronunciation: The words here are taken from the songs
Teachers create tailored tasks based on the difficulty level of the songs To enhance comprehension, they provide students with handouts of challenging songs, enabling them to easily catch the lyrics.
Students received handouts containing blanks, and their task is to listen to the songs and fill in the missing words or phrases.
4.2.2 Suggestions for choosing the topic of the songs
Integrating relevant songs into lessons can enhance student engagement, especially during festive occasions like Christmas and New Year Utilizing popular songs such as "Jingle Bells" and "Happy New Year" not only motivates students but also demonstrates the real-life application of their learning, making the educational experience more exciting and relatable.
4.2.3 How to select the songs
Songs are effective tools for teaching English, particularly in enhancing pronunciation, due to their engaging features that support language learning However, not every song is appropriate for classroom use, making it essential for teachers to carefully select and design suitable songs to maximize learning outcomes The effectiveness of this selection process largely relies on the teachers' skills and experience Additionally, educators should adhere to specific guidelines to ensure the best results in their teaching practices.
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
Selecting appropriate songs for classroom use can be a time-consuming task for many teachers, with some expressing concerns about the limited options available to meet lesson requirements However, a wealth of resources exists, including books, newspapers, magazines, radio, CDs, tapes, and particularly the internet, which serves as an excellent source for a diverse selection of songs.
Teachers can easily download engaging videos, extract lyrics, and create tailored tasks, all while accessing valuable suggestions for song usage from various websites Utilizing this resource allows educators to save both time and money effectively.
A sample lesson plan
Unit 7: the mass media Lesson 5: pronunciation
2 Aims: To help students master the sounds: /ai/,/ ei/, /ou/
4 Aids: cassette players, CD., pictures
Activity 1: Teacher gives out some words and ask students to arrange them to make a meaningful sentence
Hats are three there together on the madam wall
Key: There are three hats together on the wall, madam
Activity 1: Teacher shows a picture about christmas and aks students to tell what do they see in the picture
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
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
With every Christmas card I write May your days be merry and….(2) And may all your Christmases be ……… (3) Your answer:
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
1: snow 2: bright 3: white 5.3.Post- teaching
Teacher asks students to sing the song correctly
Teacher asks students to make sentences with words they have just filled in the task.
Summary
In Chapter 4, the researcher recommends various tasks tailored to different texts, emphasizing the importance of connecting lessons to real life through appropriate songs for various occasions and festivals Additionally, the internet serves as a valuable resource for sourcing songs, allowing teachers to download engaging videos, extract lyrics, and create relevant tasks for students.
Summary of the results
This study explores the impact of songs on improving pronunciation among students in class 10 A2 over a thirteen-week period To evaluate the effectiveness of this approach, pre-tests and post-tests were administered to both classes (10A2 and 10A3) Additionally, a survey was conducted to gather students' opinions on the use of English songs in the classroom Furthermore, insights were obtained from six English teachers through a separate survey to identify the most effective methods for incorporating songs into pronunciation lessons.
Research indicates that incorporating songs into language lessons can significantly enhance students' pronunciation skills This approach not only entertains and relaxes learners, helping to alleviate negative attitudes towards pronunciation, but also fosters a positive classroom environment where students feel happy and engaged Test results reveal that students in experimental groups show notable improvements in pronunciation assessments Additionally, using songs promotes a student-centered learning experience, allowing learners to express and enjoy themselves Therefore, integrating songs into language instruction is essential for facilitating second language acquisition, as it effectively combines structural, pragmatic, prosodic, and communicative elements of language.
Limitations of the study
While the study effectively highlights the benefits of using traditional English songs for teaching pronunciation, it also reveals several shortcomings One significant issue is that students may become so enamored with the melodies that they struggle to engage with the tasks, leading to a lack of participation, particularly among weaker students This reliance on the songs for relaxation can result in poorer academic performance compared to the start of the term, presenting a challenge for educators aiming to utilize songs as valuable teaching tools.
A significant challenge in using songs for teaching pronunciation is the considerable time required to select appropriate tracks and create related tasks for students Many educators lack a diverse collection of songs, making it difficult to find suitable options that align with educational objectives Consequently, the selection of songs that effectively meet teaching goals remains a major 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
The diverse skill levels within the class present challenges for the teacher in task design and song selection, as they must find materials that are engaging and appropriately challenging for advanced students while remaining accessible for those with lower proficiency.
Teaching English pronunciation can be quite lively, as playing English songs often excites students, leading to increased noise levels This enthusiasm, while beneficial for learning, may disrupt neighboring classrooms.
Suggestions for further study
The study's results indicate that the hypothesis regarding the improvement of students' pronunciation through songs holds true primarily for high-achieving students with advanced English skills This may suggest that students with lower proficiency levels require longer training sessions to see similar benefits Additionally, it is recommended that more appropriate songs and tasks be developed to cater to the varying levels of students.
The post-test results indicate improvements in certain cases, suggesting that a top-down approach could be beneficial for learning pronunciation To enhance outcomes, further research is needed, focusing on tailored training sessions that cater to individual learning levels.
This study identifies areas for future improvement, particularly in the selection of English songs Many students express a preference for pop and hip-hop genres that resonate more with their age group Therefore, a more thoughtful curation of song choices could significantly enhance student motivation and engagement in their learning process.
Conclusion
This research explores the effectiveness of using traditional English songs to teach pronunciation to high school students The findings from student survey questionnaires and two pronunciation tests demonstrate a notable improvement in students' pronunciation skills Additionally, teacher surveys provided valuable insights into various tasks and song resources that can be utilized to enhance pronunciation instruction for students.
The findings of this study provide valuable insights for educators in the field of English teaching, highlighting essential areas of English pronunciation that require focused attention when instructing Vietnamese students This research serves as a foundational resource, emphasizing the need for teachers to enhance their efforts in the teaching process to improve student outcomes.
The study acknowledges its limitations due to the author's experience, knowledge, and the scope of the research To address these shortcomings, suggestions for future research are proposed to identify effective methods for teaching pronunciation to high school students Constructive feedback, particularly from English teachers, would be greatly valued.
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