CHAPTER I: INTRODUCTION 1.1. Background of the study In the era of information explosion, integration and globalization, the demand for learning English and using it as a language if international communication has been dramatically increasing. As Graddol (2006, p.10) observed: ''''Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English...English learners are increasing in number and decreasing in age...We have been used to the idea of English growing in the popularity across the World. Far from being news, it has become one of the few enduring facts of global modern life''''. Vietnam is not an exception. After joining in ASEAN (Association of South- East Asian Nations), and especially WTO ( World Trade Organization), English plays an important role for Vietnamese people. It has been brought into Vietnam schools as a compulsory subject and taught for students since the early age that will be better if it starts as early as possible. Therefore, on August 17, 2010, the Ministry of Education and Training of Vietnam made Decision 4919/BGDDT-GDTH about the directions for school year 2010-2011 applying for primary education. According to this latest regulation, all primary schools in Vietnam will start teaching an optional language from the grade three with at laest two periods per week. However, teaching English, especially teaching pronunciation for children at primary schools has caused many difficulties for teachers. Students are too young to have enough perception to acquire a second language or a foreign language easily. Therefore, beside alternative methods, teachers always try their best to find out the suitable and effective ones for their young learners. For this reason, using English songs to teach pronunciation for young learners can be seen as the most effective pedagogical tool. Teaching English as a second or a foreign language has been changing around the world. Presently, teaching English does not stop at teaching students how to read and write and the focus of teaching has been promoting oral skills in order to respond to the students'' needs for effective communication. Aside with speaking skill, pronuciation is viewed as an impotant part to help learners improve these skills and enhance students'' communicative ability. Harmer (2007, p. 248) states that “Pronunciation teaching not only makes students aware of different sounds and sound features (and what these mean), but can also improve their speaking immeasurably”. When students hear sounds properly, they can utter the sounds effectively. Harmer affirms the close relationship between pronunciation and listening. They help one another in the combination with students'' communicative ability. In terms of learner groups, teaching English for children at primary schools has proved a real challenge for teachers because students are too young to have enough perception for a second language or a foreign language acquisition. Therefore, beside alternative methods, teachers always try their best to find out the suitable and effective ones for their young learners. For this reason, using English songs to teach pronunciation for young learners can be seen as the most effective pedagogical tool. As Moon suggested, training in teaching methodology for children is necessary. Ministry of Education and Training (MOET) should include diverse communacative language teaching methods in training for teachers and encouragement of teachers to use variety of hands- on activities, such as games, songs, chants, and art ( cited Nguyen, 2007, p.171). By exposing learners'' communication through form of songs, which not only motivates learners'' interest in learning, but also creates pratical context for them to communicate. Among the main techniques, it can be seen again that the importance of songs in the recent teaching methods is paid much attention to by the researcher. Furthermore, Murphey (1992) exclaimed that songs can help young learners improve their listening skills and pronunciation. Therefore, it helps them improve their speaking skills. Songs can also be useful tools in learning of vocabulary, sentence structures, and sentence patterns, not to mention their reflectivity of mother tongue culture. Perhaps the greatest benefit of using songs in the classroom is that they can be fun. Plesure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve students'' motivation. And Lynch (2005, p.1) also stated the rationale of using songs for teaching in his article: ''''Songs containing authentic language, are easily obtainable, provide vocabulary, grammar, and cultural aspects and are fun for students. They can provide with valuable speaking, listening and language practice in and out of classroom''''. Beside the traditional methods, teachers always try their best to find out suitable and effective alternatives for their young learners. Using various activities in teaching pronunciation to motivate students is a need and one of the solutions is using English songs as it has been seen to be the most effective pedagogical tool (Moon, 2005). Murphey (1992) exclaimed that songs can help young learners improve their listening skills and pronunciation. Therefore, it helps them improve their speaking skills. Songs can also be useful tools in learning of vocabulary, sentence structures, and sentence patterns, not to mention their reflectivity of mother tongue culture. Perhaps the greatest benefit of using songs in the classroom is that they can be fun. Pleasure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve students'' motivation. Apart from common problems which might seriously hamper the process of communication such as the shortage of necessary vocabulary and a poor knowledge of grammar rule, bad pronunciation is also one of the main causes of one''s failure. Despite the important role of good pronunciation in learning English, students are either ignorant of the needed pronunciation rules or do not pay enough attention to this problem. In the Vietnamese context, most of students fail to perceive the importance of English ending sounds, ending up in pronouncing them inaccurately in their speech. For Vietnamese primary students, their errors in pronouncing ending sounds and stress are probably caused by the differences in the pronunciation mechanism of English from the Vietnamese language. Actually, the studies on using songs to teach pronunciation are abundant (e.g, Hancock, M., 2007; Moon, J., 2005; Emi, Y., 2009; Gerald, K., 2003; Hans, M., 2009; Jolly, Y., 1975). In the Vietnamese context, there are some relating studies on this field (Nguyen, 1998; Nguyen, D.N.H., 2007; Nguyen, T.T., 2006 ). However, it seems that those studies mainly focus on the use of songs in teaching pronunciation for students at secondary schools, high schools, university, and adult learners. There has been little research on the current situation of using songs in teaching pronunciation to primary children. Therefore, this topic would make an important and interested research for researchers. That is the reason why I choose '''' Teachers'' perception of English song in teaching pronuncition at some primary school in Hue city'''' as my topic.
BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ NGUYEN THI DUNG NHỮNG CẢM NHẬN CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG BÀI HÁT TIẾNG ANH TRONG DẠY PHÁT ÂM TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: NGƯỜI HƯỚNG DẪN KHOA HỌC : HUẾ-2016 STATEMENT OF AUTHORSIP I hereby acknowledge that this study is mine The data and fidings discussed in the thesis are true, use with permission from associates and have not been published elsewhere Author NGUYEN THI DUNG ABSTRACT This thesis aims to investigate the use of English songs to teach pronunciation at some primary school in Hue city It attempts to explore teachers' perception of employing songs in teaching pronunciation; the reality of using English songs in teaching pronunciation at some primary schools, and then researchers offer some suggestions to enhence pronunciation teaching skills through songs The subject of this study is 50 teachers who are teaching general English at some primary schools in Hue city; namely viet ten truong The data are collected mainly through questionnaires and interviews, and then analyzed according to statistical frequency and The results from the study show that most English teacher investigated were fully aware of the importance of using English songs to teach pronunciation However, in reality not all teachers have used songs to teach pronunciation and not all songs used were successful Besides, TABLE OF CONTENTS Contents Pages SUB COVER PAGE SUB COVER PAGE STATEMENT OF AUTHORSHIP .i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS .iv LIST OF TABLES v LIST OF FIGURES CHAPTER 1: INTRODUCTION 1.1 Retionale 1.2 Aims and objectives of the study 1.3 Singificance of the study 1.4 Scop of study 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 An overview of English pronunciation 2.2 Pronunciation 2.2.1 The definition of pronunciation 2.2.2 The areas of pronunciation 2.2.3 Why teach pronunciation ? 2.2.4 Approaches to the teaching pronunciation 2.2.5 Factors affecting teaching English pronunciation 2.3 An overview of songs in teaching language 2.4 Songs' characteristics 2.4.1 Motivation 2.4.2 Memorable characteristics 2.4.3 Variety of new words 2.4.4 Pronunciation 2.4.5 New grammar structures 2.4.6 Cultural aspects 2.5 Young learners in acquiring a foreign language through songs 2.5.1 Definition of young learners 2.5.2 Characteristics of young learners in acquiring pronunciation through songs 2.5.3 Techniques and activities for teaching pronunciation 2.5.4 Balance of productive and receptive skills 2.6 The benefits of using songs to teach pronunciation for learners in Vietnamese context 2.7 Some difficulties of using songs to teach pronunciation for young learners 2.8 Previous 2.8.1 In the world 2.8.2 In Vietnam 2.9 Summary CHAPTER 3: METHODOLOGY 3.1 Research design 3.2 Research sites 3.3 Participants 3.4 Intruments 3.4.1 Questionnaires 3.4.2 Interviews 3.5 Data collection procedure 3.5.1 Preparation 3.5.2 Implementation 3.6 Data analysis 3.7 Summary CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Data analysis from teachers 4.1.1 The reliability of the questionnaire 4.1.2 The mean score of the questionnaires for teachers 4.2 Results from interviews 4.2.1 Teachers' perceptions of teaching pronunciation and using English songs in teaching pronunciation 4.2.2 How English songs have been used in teaching pronuncition? 4.2.3 Difficulties in designing and using English songs to teach pronunciation 4.2.4 Some solutions to CHAPTER I: INTRODUCTION 1.1 Background of the study In the era of information explosion, integration and globalization, the demand for learning English and using it as a language if international communication has been dramatically increasing As Graddol (2006, p.10) observed: ''Despite the extraordinary changes of the last few years, one thing appears to remain the same More people than ever want to learn English English learners are increasing in number and decreasing in age We have been used to the idea of English growing in the popularity across the World Far from being news, it has become one of the few enduring facts of global modern life'' Vietnam is not an exception After joining in ASEAN (Association of SouthEast Asian Nations), and especially WTO ( World Trade Organization), English plays an important role for Vietnamese people It has been brought into Vietnam schools as a compulsory subject and taught for students since the early age that will be better if it starts as early as possible Therefore, on August 17, 2010, the Ministry of Education and Training of Vietnam made Decision 4919/BGDDT-GDTH about the directions for school year 2010-2011 applying for primary education According to this latest regulation, all primary schools in Vietnam will start teaching an optional language from the grade three with at laest two periods per week However, teaching English, especially teaching pronunciation for children at primary schools has caused many difficulties for teachers Students are too young to have enough perception to acquire a second language or a foreign language easily Therefore, beside alternative methods, teachers always try their best to find out the suitable and effective ones for their young learners For this reason, using English songs to teach pronunciation for young learners can be seen as the most effective pedagogical tool Teaching English as a second or a foreign language has been changing around the world Presently, teaching English does not stop at teaching students how to read and write and the focus of teaching has been promoting oral skills in order to respond to the students' needs for effective communication Aside with speaking skill, pronuciation is viewed as an impotant part to help learners improve these skills and enhance students' communicative ability Harmer (2007, p 248) states that “Pronunciation teaching not only makes students aware of different sounds and sound features (and what these mean), but can also improve their speaking immeasurably” When students hear sounds properly, they can utter the sounds effectively Harmer affirms the close relationship between pronunciation and listening They help one another in the combination with students' communicative ability In terms of learner groups, teaching English for children at primary schools has proved a real challenge for teachers because students are too young to have enough perception for a second language or a foreign language acquisition Therefore, beside alternative methods, teachers always try their best to find out the suitable and effective ones for their young learners For this reason, using English songs to teach pronunciation for young learners can be seen as the most effective pedagogical tool As Moon suggested, training in teaching methodology for children is necessary Ministry of Education and Training (MOET) should include diverse communacative language teaching methods in training for teachers and encouragement of teachers to use variety of hands- on activities, such as games, songs, chants, and art ( cited Nguyen, 2007, p.171) By exposing learners' communication through form of songs, which not only motivates learners' interest in learning, but also creates pratical context for them to communicate Among the main techniques, it can be seen again that the importance of songs in the recent teaching methods is paid much attention to by the researcher Furthermore, Murphey (1992) exclaimed that songs can help young learners improve their listening skills and pronunciation Therefore, it helps them improve their speaking skills Songs can also be useful tools in learning of vocabulary, sentence structures, and sentence patterns, not to mention their reflectivity of mother tongue culture Perhaps the greatest benefit of using songs in the classroom is that they can be fun Plesure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve students' motivation And Lynch (2005, p.1) also stated the rationale of using songs for teaching in his article: ''Songs containing authentic language, are easily obtainable, provide vocabulary, grammar, and cultural aspects and are fun for students They can provide with valuable speaking, listening and language practice in and out of classroom'' Beside the traditional methods, teachers always try their best to find out suitable and effective alternatives for their young learners Using various activities in teaching pronunciation to motivate students is a need and one of the solutions is using English songs as it has been seen to be the most effective pedagogical tool (Moon, 2005) Murphey (1992) exclaimed that songs can help young learners improve their listening skills and pronunciation Therefore, it helps them improve their speaking skills Songs can also be useful tools in learning of vocabulary, sentence structures, and sentence patterns, not to mention their reflectivity of mother tongue culture Perhaps the greatest benefit of using songs in the classroom is that they can be fun Pleasure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve students' motivation Apart from common problems which might seriously hamper the process of communication such as the shortage of necessary vocabulary and a poor knowledge of grammar rule, bad pronunciation is also one of the main causes of one's failure Despite the important role of good pronunciation in learning English, students are either ignorant of the needed pronunciation rules or not pay enough attention to this problem In the Vietnamese context, most of students fail to perceive the importance of English ending sounds, ending up in pronouncing them inaccurately in their speech For Vietnamese primary students, their errors in pronouncing ending sounds and stress are probably caused by the differences in the pronunciation mechanism of English from the Vietnamese language Actually, the studies on using songs to teach pronunciation are abundant (e.g, Hancock, M., 2007; Moon, J., 2005; Emi, Y., 2009; Gerald, K., 2003; Hans, M., 2009; Jolly, Y., 1975) In the Vietnamese context, there are some relating studies on this field (Nguyen, 1998; Nguyen, D.N.H., 2007; Nguyen, T.T., 2006 ) However, it seems that those studies mainly focus on the use of songs in teaching pronunciation for students at secondary schools, high schools, university, and adult learners There has been little research on the current situation of using songs in teaching pronunciation to primary children Therefore, this topic would make an important and interested research for researchers That is the reason why I choose '' Teachers' perception of English song in teaching pronuncition at some primary school in Hue city'' as my topic 1.2 Aims and objectives of the study This study is expected to find out the attitudes of both teachers and students to using English songs in teaching and learning pronunciation, specifically English sounds Secondly, the study aims at answering the question of whether English songs have been exploited to teach English sounds at some primary school in HUE city If yes, a closer look would be taken at the way there are used and the effects of this application In addition, subsequently some pedagogical techniques would be detected for further exploitation of songs in the same context In brief, these objectives could be summarized into the following research questions: 1.What are teachers' perceptions of using English songs in teaching pronunciation at primary schools in Hue city? How are the songs being used to teach pronunciation at primary schools in the curent situation? What are the posisible suggestions from teachers to make full use of English songs to teach pronunciation at primary schools in Hue city? 1.3 Sigificance of the study With the sole purpose of improving the effectiveness of teaching pronunciation, this study is expected to be helpful to teaching English 10 5.5 Recommendations for further studies This study aims to give an insight into the impact of using English songs to teach pronunciation at some primary school in Hue city This research has come up many questions in need of further investigations Based on scope and the limitations of study, the researcher would like to some suggestions for further research Firstly, the research should be done in a large population with different levels and in a longer period to gain so that more reliable, valuable, and convincing data will be achieved Secondly, the research should investigate which gender, male or female; gain more scores in perceptions and pronunciation Thirdly, the research should investigate whether there is a correlation between learners' perception and their English competence Finally, it would be interesting to assess the effects of using English songs on other skills such as in pronunciations, in speaking skills, in learning skills 5.6 Summary This chapter has firstly dealt with a summary of the main points that the research paper focuses on Next, the contributions of the study and implications for teaching based on the findings of the research have also been presented Finally, the limitations of the study and suggestions for further research have all been mentioned 62 REFERENCES Anton, R.J (1990) Combining Singing and Psyychology Hispania, p.73 Betty, K J (1999) Teaching Culture to Young Students Modern language journal 11, p 104-115 Brumfit, C (et All) 1995 Teaching English to Children New York: Longman Brumfit, C., J Moon, and R Tongue (1994) Teaching English to Children London: Longman Burgess, J., & Spencer, S (2000) Phonology and pronunciation in integrated language teaching and teacher education System, 28(2), 191-215 Busà, M.G (2008) New Perspectives in Teaching Pronunciation Chela-Flores, B (2001) Pronunciation and language learning: An integrative approach IRAL, 39(2), 85-102 Dalton, C., & Seidlhofer, B (1994) Pronunciation ( Language Teaching: A Scheme for Teacher Education) Oxford University Press Ekern, D.K (1996) Ideas for using in the English language classroom English teaching journal, 34 (1), p.46-47 10 Froster, E (2006) The value of songs and chants for young learners Encuetro 16, 2006, p 63-68 11 Falioni, J (1993) Music As Means To Enhance Cultural Awareness And Literacy In The Foreign Language Classroom 12 Griffee, D.T.(1992) Songs in Action UK: Prentice Hall Gilbert, J B (2005), 3rd) Clear Speech Pronunciation and listening comprehension in North American English Cambridge University Press 13 Hewings, M (2004) Pronunciation practice activities: A course book for teaching English pronunciation Cambridge University press 14 Harmer, J (Ed) (2007) The practice of English language teaching London: Longman 15 Harmer, 1991 16 Harmer, 2000 17 Harmer, 1989 18 Hayes, D (1997) Helping teachers to scope with large classes ELT Journal Volume 51 No Oxford University Press 19 Isenberg, Joan P and Jalongo, Mary Renck (1993) Creative Expression and Play in the Early Childhood Curriculum United States of America: Macmillan Publishing 20 Junqueira, L., & Liu, D (2010) Intelligible Pronunciation: Towards an Approach Focused on Classroom Instruction 21 Kelly, G (2000) How to teach pronunciation Longman 22 Lai, T T (2010) The Use of Song in Teaching Pronunciation to 11th Form Students at Nguyen Gia Thieu High School Ha Noi University of Languages and International Studies 23 Mai, A N (2012) The Impact of English Songs on the English Vocabulary Retention of Students Grade at Nguyen Tri Phuong Junior High School in Hue Hue University, Hue city 24 Millington, N.T (2011) Using Songs Effectively to Teach English to Young Learners Language Education in Asia, p134-141 25 Milek, K M (2010) 26 Murphey, (1992) 27 Morley, J (1991) The pronunciation component in teaching English to speakers of other languages TESOL Quarterly, 151-174 28 Morley, J (1991) The Pronunciation Component in Teaching English to Speakers of Other Languages TESOL Quarterly, n.21, v.3, p.481-520, 199 29 Orlova, N F (1997) Developing Speech Habits with the Helps of Songs Language Teachers Form, 35 (3), 41 Available from http:// exchanges.state.gov/form/vol/vol35/no3/p41 html#page top 30 Park, J K (1997) Teaching English in Korea and Korea Tesol Kotesol Conference Available from http:// www.kotesol.org/publications/tec/tec pdf/tec 9075.pdf 31 Phan, N L (2009) Using English songs in teaching Grammar to Grade students at Pham Van Dong Junior High School in Hue city M.A Thesis Hue College of Foreign Languages 32 Ramos L, Hernandez A.I.J and Guijarto A.J.M (2008) New Trends in English Teacher Education University de Castilla -La Mascha 33 Shen, C (2009) Using English Songs: An Enjoyable and Effective Approach to ELT Journal of English language teaching, (1), 88-94 34 Scarcella, R & Oxford, R L (1994) Second Language Pronunciation: State of the Art in Instruction System 22 (2), 221-230 35 Walker, L (2001) Creative ideas for the TESOL classroom Teacher's Edition: a publication of the English language institute, 5, -10 36 Wieczska, A (2005) Music in ELT Clickoszalin monthly: the English teacher training college of Koszalin, Poland Available from the website: http:// www.tu.koszalin.pl/nkja/teachingzone.htm 37 Yates, L (2002a) Fact sheet- What is pronunciation Adult Migrant English Program Research Centre, Australia Retrieved March 9, 2013, from: http://www.nceltr.mq.edu.au/pdamep/factsheets/01Pronunciation.pdf 38 Yolly, Y (1975) The Use of Songs in Teaching Foreign Language Modern Language Journal, 59, p.11-14 39 Ytreberg, L H (1990) Teaching English to Children New York: Addison Wesley Longman Limited APPENDIX1 QUESTIONNAIREs (For teacher at some primary schools in HUE) This survey aims at investigating into the use of English songs to teach pronunciation at some primary school in Hue city All data collected in this questionnaire is only for research purposes Please read following questions carefully and answer them by putting a tick in the boxes and spaces Your additional ideas are highly appreciated since they contribute qualitatively to the researcher's study I/ Personal information: Age: .Gender: Nam Nu You are teaching at the grade: The number of students in your class: The number of English periods per week you teach: How long have you been teaching English? A Less than years B 5-10 years C 11-15 years D More than 15 years Have you ever taught pronunciation for young learners through English songs? Yes No II/ Teachers' attitudes in using English songs to teach pronunciation for young learners strongly disagree disagree neutral agree strongly disagree A What are the effects brought to young learners when you use songs to teach pronunciation? Learners have motivation to perceive the lesson effectively Music helps the teachers and learners share the same interest and get closer together Learners can improve memory in acquiring English lessons Learners know the variety of new vocabulary Learners can master the exact pronunciation Through songs, learners can study new grammar structures Learners can develop four language skills, especially listening, speaking, and writing Learners can understand cultural aspects of the English-speaking countries Using songs helps students be funny and break down their boredom B What characteristics of young learners you think are suitable for using songs to teach pronunciation? 10 Children have short attention span and getting easily bored in the learning process Songs are used to capture children's attention and break down boredom 11 Children are active and curious They want to discover the World through songs and telling stories 12 Children like to learn through play Listening to songs and singing along in each lesson make them enjoy thier studying 13 Children want to listen to music and try to imitate to sing along 14 Children's own understanding is through hands, eyes, and ears Teachers use gestures to explain the lyric, then children observe and imitate their action 15 Children want to be praised After listening to song, they can sing it again well Praise from their teacher will encourage and arouse interest of children's learning English a lot strongly disagree disagree neutral agree strongly disagree C What criteria of songs you base on to choose a song to teach pronunciation? 16 The aims of each lesson 17 The rhythm and lyrics relevant to particular lessons 18 The level of children: simple, easy to listen and understand Songs should have repetitive lyrics or a chorus which is easy to learn and listen 19 The time allotted 20 The new vocabulary, grammar structures, and interesting content of songs D What are the challenges to you in using songs to teach pronunciation? 12 You don't have enough experience to use songs 22 It is difficult to find an appropriate song for every lesson topic and level of students 23 It is difficult to use songs in a crowded class 24 It is lack of time to teach pronunciation by using songs 25 Using songs to teach pronunciation causes a lot of noise and discipline problems to surrounding classes E What are the obstacles from young learners in learning pronunciation through songs? 26 Learners easily neglect and foget to focus on the lesson 27 There are some strange grammar structures in the lyric of songs 28 The rhythm of the songs is very fast to teach 29 The influence on sound of musical instruments in songs is difficult for learners to listen to the lyric of song F Some suggestions to improve English pronunciation teaching through songs 30 Pick the right kind of songs 31 Explain the content of songs before using songs to teach pronunciation 32 Teach the song slowly at first, and use meaningful gestures 33 Play the songs and give the children a try If students can sing again perfectly at first, give them a try in the second time, and third, ect 34 Teach pronunciation in songs by listening sounds to repeat again V * Your additional ideas: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………… Thank you for your enthusiastic cooperation! APPENDIX 2: INTERVIEWS (for teachers) What is your main purpose using English songs to teach pronunciation? Why you like using English songs to teach English pronunciation? What are children's strong points which helps using English songs to teach pronunciation be successful? What are the main characteristics of songs to enhance English pronunciation learning for young learners?What criteria of English songs you base on to select the right songs for teaching? Among the benefits of using English songs to teach pronunciation at primary school as shown in the result of the questionnaire, why you think (em chọn benefit chọn nhiều bảng điều tra)……….is the most important one? In reality, what are children's reactions when you teach pronunciation through songs? How you use English songs to teach pronunciation ? What kind of resource is used ? What aspect of using English songs to teach pronunciation you find difficult? Most participants share the same challenges in using songs to teach pronunciation Can you tell me what most challenges you? Can you give me some suggestions to improve teaching English pronunciation through songs ? Reliability Scale: What are the effects brought to young learners when you use songs to teach pronunciation Case Processing Summary N Cases % Valid a Excluded Total 50 100,0 ,0 50 100,0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items ,738 Item Statistics Mean Std Deviation N A.1 4,28 ,730 50 A.2 4,18 ,629 50 A.3 4,18 ,661 50 A.4 3,94 ,740 50 A.5 3,68 ,587 50 A.6 3,30 1,403 50 A.7 4,36 ,749 50 A.8 4,72 ,497 50 A.9 3,72 1,051 50 Item-Total Statistics Cronbach's Scale Mean if Scale Variance if Corrected Item- Alpha if Item Item Deleted Item Deleted Total Correlation Deleted A.1 32,08 15,708 ,274 ,735 A.2 32,18 17,253 ,034 ,763 A.3 32,18 13,906 ,707 ,674 A.4 32,42 12,942 ,815 ,649 A.5 32,68 15,528 ,422 ,717 A.6 33,06 10,262 ,622 ,679 A.7 32,00 15,878 ,232 ,742 A.8 31,64 17,704 -,030 ,763 A.9 32,64 11,745 ,691 ,653 Scale: What characteristics of young learners you think are suitable for using songs to teach pronunciation Case Processing Summary N Cases Valid a Excluded Total % 50 100,0 ,0 50 100,0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items ,612 Item Statistics Mean Std Deviation N B.10 4,26 ,487 50 B.11 3,80 ,782 50 B.12 4,10 ,763 50 B.13 4,78 ,418 50 B.14 4,50 ,505 50 B.15 4,72 ,497 50 Item-Total Statistics Cronbach's Scale Mean if Scale Variance if Corrected Item- Alpha if Item Item Deleted Item Deleted Total Correlation Deleted B.10 21,90 3,602 ,250 ,601 B.11 22,36 3,133 ,200 ,653 B.12 22,06 2,302 ,612 ,421 B.13 21,38 3,506 ,395 ,561 B.14 21,66 3,290 ,412 ,546 B.15 21,44 3,476 ,312 ,581 Scale: What criteria of songs you base on to choose a song to teach pronunciation Case Processing Summary N Cases Valid a Excluded Total % 50 100,0 ,0 50 100,0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha ,623 N of Items Item Statistics Mean Std Deviation N C.16 4,68 ,471 50 C.17 4,56 ,705 50 C.18 4,88 ,328 50 C.19 4,22 ,418 50 C.20 4,40 ,700 50 Item-Total Statistics Cronbach's Scale Mean if Scale Variance if Corrected Item- Alpha if Item Item Deleted Item Deleted Total Correlation Deleted C.16 18,06 1,935 ,621 ,459 C.17 18,18 1,579 ,506 ,493 C.18 17,86 2,776 ,081 ,669 C.19 18,52 2,296 ,395 ,569 C.20 18,34 1,821 ,350 ,600 Reliability Scale: What are the challenges to you in using songs to teach pronunciation? Case Processing Summary N Cases Valid Excludeda % 50 100,0 ,0 Total 50 100,0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach' s Alpha N of Items ,706 Item Statistics Mean Std Deviation N D.21 3,98 ,553 50 D.22 4,04 ,880 50 D.23 4,38 ,490 50 D.24 3,98 ,685 50 D.25 3,88 ,718 50 Item-Total Statistics Cronbach's Scale Mean if Scale Variance if Corrected Item- Alpha if Item Item Deleted Item Deleted Total Correlation Deleted D.21 16,28 4,410 ,251 ,729 D.22 16,22 2,869 ,556 ,622 D.23 15,88 4,434 ,302 ,713 D.24 16,28 2,940 ,804 ,501 D.25 16,38 3,547 ,457 ,661 Scale: What are the obstacles from young learners in learning pronunciation through songs Case Processing Summary N Cases Valid a Excluded Total % 50 100,0 ,0 50 100,0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items ,769 Item Statistics Mean Std Deviation N E.26 3,32 1,571 50 E.27 3,42 1,090 50 E.28 3,86 ,926 50 E.29 3,82 ,919 50 Item-Total Statistics Cronbach's Scale Mean if Scale Variance if Corrected Item- Alpha if Item Item Deleted Item Deleted Total Correlation Deleted E.26 11,10 4,704 ,805 ,579 E.27 11,00 6,694 ,847 ,566 E.28 10,56 11,353 ,071 ,906 E.29 10,60 7,918 ,753 ,645 Descriptive Statistics N Minimum Maximum Mean Std Deviation Cluster_1 50 3,33 4,78 4,0400 ,46913 Cluster_2 50 3,67 4,83 4,3600 ,34562 Cluster_3 50 3,80 5,00 4,5480 ,34478 Cluster_4 50 3,20 4,80 4,0520 ,46036 Cluster_5 50 1,60 4,00 2,8840 ,71153 Valid N (listwise) 50 [...]... the use of songs and its benefits in language teaching However, in recent years several explorations into this domain in secandary schools and high school in Vietnam while it seems there has been no research on the reality of using songs in teaching pronunciation at some primary school in Vietnam, especially in Hue 2.8 Summary English songs and teaching pronunciation obviously have a close relationship... issues of students’ perceptions 34 of the use of English songs for learning and remembering vocabulary through English songs, and the reality of employing songs to learn and remember vocabulary Finally, the result of the study indicated that most of the learners were well aware of the power of using English songs in enhancing learning and retaining vocabulary As a whole there is variety of studies and articles... each other Implementing English songs actually has a great impact on teaching as well as learning English Beside some small limitation, English songs are considered as a rich resource in providing positive attitudes in English classes and also a useful teaching tool in creating a relaxed and interesting atmosphere in the English learning environment for both teachers and students In brief, chapter two... impact of songs was highly appreciated by teachers and students as well After intervention, students are aware of the power of songs, the helpfulness and the effectiveness of using songs in grammar with and without songs Moreover, the definite pedagogical value of songs and the clear advantages of using songs were indicated in teaching grammar Lai Thanh Tinh (2010) conducted a study on “The Use of Song in. .. closer look, Phan Ngoc Linh (2009) carried out an experimental study on “Using English songs in Teaching Grammar to Grade 8 students at Pham Van Dong Junior High School in Hue city” She pointed that teachers have two main difficulties: choosing suitable songs and their time consuming when using songs in teaching grammar It was the main reasons for the refusal for the use of song in English grammar lessons... embodiment of symbolic play and imitation Children learn best through songs, which are considered as an essential part of foreign language teaching and learning Concerning playing and learning, primary schools are greatly encouraged to using songs in teaching pronunciation for young learners in curriculum * Children like to listen to music and imitate what they heard Listening to a song and singing it...pronunciation The study aims to investigate the curent situation as well as the impact of using English songs in teaching and learning pronunciation Besides, the study also provides teachers with some effective techniques to exploit English songs in teaching pronunciation 1.4 Scope of the study In this study, the researcher does not have ambition to cover all the aspects of using English songs to... suggested, teacher of foreign language should combine the quality skills of two teachers: the one of primary education and that of foreign language in general 2.7 Previous studies Using songs in language teaching and learning is not a new area The exploitation of songs has been widely researched 2.7.1 In the world There is some literature on the usefulness of songs in a language class as reviewed in the previous... and the necessity of teaching the muscles of articulation in throat and mouth Most of the difinitions give out the components and the roles of pronunciation in language teaching and learning The necessity to teach pronunciation has also found in certain studies 2.2.2 The areas of pronunciation 13 The areas of pronunciation are divided into two groups: the segmental elements including sounds (consonants... reason why combining these aspects in teaching is necessary in teaching pronunciation 2.2.3 Why teach pronunciation? In the communicative approach, since the primary purpose of language is communication, using language to communicate should be central in all classroom language instructions From the past to the present, many researchers have proved the importance of teaching pronunciation In this light,