USING ENGLISH SONGS TO HELP EFL 10th GRADE STUDENTS IMPROVE PRONUNCIATION KNOWLEDGE

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGOC LAC ETHNIC BOARDING HIGH SCHOOL EXPERIENCE INNOVATION USING ENGLISH SONGS TO HELP EFL 10th GRADE STUDENTS IMPROVE PRONUNCIATION KNOWLEDGE Writer: Đinh Văn Thiện Position: Teacher Topic in the fields of: English THANH HOA 2018 INDEX Page INDEX ……………………………………………………………… A INTRODUCTION ……………………………………………… I Reasons to choose the theme ……………………………………… II Purposes of the research ………………………………………… III Subjects of the research ………………………………………… IV Methodology of the research …………………………………… B CONTENTS ……………………………………………………… I Theoretical basis of the study ……………………………………… II Reality of the issue ……………………………………………… Advantages ………………………………………………………… Shortcomings ……………………………………………………… III The practical basics of the theme ………………………………… Solutions …………………………………………………………… Suggested solutions to run “pronunciation part” using English songs in Basic English 10 IV The assessment of experimental results ………………………… C CONCLUSION ………………………………………………… Experience lessons ………………………………………………… Proposal …………………………………………………………… REFERENCE ………………………………………………………… CONVENTIONS OF ABBREVIATIONS ………………………… 17 19 19 19 20 20 A INTRODUCTION I Reasons to choose the theme Generally, in language learning process, the learners have to master four basic skills of language, which include the language components such as grammatical structure, vocabulary, spelling, and pronunciation Among these components, pronunciation is one of the most difficult aspects to master when it comes to learn a new language, but in fact there is no lesson which focuses on pronunciation Indeed, pronunciation can increase the quality of students' speaking as Harmer stated (2001:183) that pronunciation teaching not only makes students aware of different sound and sound features, but also improve their speaking immeasurably Practically, the students would become not interested in learning pronunciation if the technique used was monotonous which made the learning process not effective However, there is a great way which can strengthen the students’ learning motivation – utilizing music In fact, music has become part of our life We listen to music every day and we all know that music has a great impact not only on our mental health but on our cognitive abilities also As an integral part of our language experience, it can be of great value to foreign language teaching Naturally, when we learn English songs, we will tend to repeat the songs again and again And hence we will enjoy practising English instinctively Because of the reasons above and stimulated by the inner urge of providing readers with deeper insight into this issue, I would like to carry on this study entitled “Using English songs to help EFL 10 th grade students improve pronunciation knowledge.” Hopefully, the results will serve as a useful source of reference for those who are concerned teaching and learning English II Purposes of the research This research endeavors to demonstrate the value of English songs in ELT in general and English pronunciation teaching in particular III Subjects of the research Therefore in this topic, I studied generally the value of English songs in ELT and ways of exploiting an English song in each pronunciation part in English 10 IV Methodology of the research This study was conducted at a public high school that teaches ESL: Ngoc Lac ethnic boarding high school, Thanh Hoa province The participants were 10th grade students In total, 90 students from classes took part in this study This main methodology used in this method was experimental Students experience the learning process in which English songs are applied for teaching English pronunciation Then, a standardized test is conducted at the end of the second semester to assess the influence of this method During the process of researching, the author also consults with the other English teachers for useful assistant, corrections, and comments B CONTENTS I Theoretical basis of the study We can surely become bored out of our mind by repeatedly listening to a narration, dialogue or a even sentence as we attempt to understand the meaning of a new word or phrase in context Unsurprisingly, popular songs touch the lives of us and are connected with our various interest and everyday experiences We listen to music to reduce anxiety, to stay positive, to relax The rhythm and melody of songs enable us to listen to them over and over again That’s why we need music to boost our motivation in learning English In the same vein, Purcell (1992) states that students can become bored with repeatedly listening to a narration or dialog as they attempt to understand the meaning of new words or phrases in context In contrast, when the students are supposed to sing the song along with the recording or the teacher line by line, they can improve listening skills with practice listening to different forms of intonation and rhythm (Педагогика, 13.02.2017) Also, Murphey believes that music has the power to engrave itself into our brains, stating that “songs work on our short-and long-term memory” and are therefore adequate tools for using in the language classroom (1992, p 3) What activities should we when teaching English with songs? To answer this question, a great deal of researchers indicated a large number of activities applied in language teaching process Here are some ideas on how to use songs with pronunciation lessons: • • • • • • • Listen and… put the verse in the right order; put the underline words under the right column according to … (pronunciation transcriptions) complete the blanks with the words in the box; choose the right word; check the words that you hear; reorder the letters; correct the words/mistake; In the same vein, activities for exploiting songs can certainly be employed isolation that the students require to situate the song by listening activities within a coherent framework These activities are classified into three stages of framework: the pre-listening stage, the while listening stage and the post-listening stage This thesis focuses upon activities for the while listening stage Similar activities have been in circulation in EFL classrooms for a number of years, yet they remain new to teachers participating in workshops and training programs that the author has facilitated II Reality of the issue Advantages Although many problems directly affect to the teaching and learning process, our teachers and students have overcome the difficulties and have gradually improved the quality of teaching and learning English to meet the constantly changing requirements of the textbook programs • For teachers: - They have absorbed initially to new teaching methods - They have constantly improved knowledge as well as have learned experiences from each other to promote the quality of teaching • For students: - Most of them participate regularly and positively in learning English - They are always interested in learning new teaching methods Shortcomings We easily see boredom, lack of dynamism and inefficiency in the “Pronunciation” part in “Language focus” lesson This is what my colleagues and I have devoted special attention To find out the factors that lead to this problem, we carried out a survey and perhaps below are the major causes: • For teachers: - They apply new methods in their teaching inconstantly - Many of them are not interested in listening English songs - Many of them not make a sufficient preparation for every “Pronunciation” part, some even ignore it because of their own reasons • For the students: - Most of them did not use to listen English songs before - Their background knowledge is limited - Their listening skills are at the beginning level - Their vocabulary is not available III The practical basics of the theme Solutions Pronunciation is one of the most important things that students have to master in order to communicate appropriately and fluently Despite lasting around five to seven minutes in each forty five-minute “language focus” lesson, the activities of the “Pronunciation” section give the learners opportunities to master the sound of the language, or phonology; stress and rhythm; intonation and includes the role of individual sounds as well as segmental sounds ( Richards, J 1969) How can we achieve our goal in such a short time? There are many factors that affect directly effectiveness and excitement in pronouncing strategies, in which the teacher with his teaching skills and the students’ preparation are two extremely important ones 1.1 What should teachers in pronouncing teaching part? An exciting atmosphere in learning often stimulates the teacher and students to rush into the lesson (Gabriel, B 2007) Therefore, motivation in study is the first essential factor that needs to be created In order to achieve this goal, the teacher needs to have the following qualifications in the class: • Joviality • Good sense of humor • Good language skills • Appropriate teaching method • Enough patience and enthusiasm Especially, the teacher’s preparation for the lesson is decisive aspect to the success of language teaching process in general and pronouncing teaching part in particular Beside teaching aids and syllabus, an English song which is appropriate to the topic and contain phonemes of words introduced in the pronunciation part is useful for the lesson 1.2 What should students in pronouncing teaching part? Basically, the learners are centered subjects in teaching process Thus, the success of language learning is depended significantly on their efforts Specifically, in order to implement a pronunciation lesson effectively, beside the teacher’ efforts, students’ responsibility to it is really essential Firstly, preparation for the lesson is helpful to the students in a pronunciation lesson The sound, stress, rhythm as well as intonation of new words and sentences introduced in this part can be strange to them and sometimes interfere them to master If students make sufficient preparation before the lesson, they can be more confident and easy to discover more new things related to the content by the teacher’s help and other students’ assistance Secondly, students should not sing along the recorder during it plays because it makes noise and obscures the ordered sounds in the song Finally, students try to the tasks in brief ways In such a short time of this part, they should not raise more questions to the teacher or give too many their comments about the song Suggested solutions to run “pronunciation part” using English songs in Basic English 10 Generally, there are two or three transcriptions of vowel or consonant pronunciation and six sentences including these phonemes in each of the “Pronunciation” section in English 10 curriculum Practice reading these sentences is necessary but sometimes boring Instead of pronouncing this way, teachers should use an English song to make the learning atmosphere more enjoyable and effective However, the song used in the lesson is not spontaneity It should be a popular song lasting not more than four minutes with understandable words or expressions, simple tunes and a number of its words have to be concerned with the pronunciation mentioned in each lesson Thus, a song should be considered to choose appropriately before exploiting in each lesson If the song is too long, the teacher should choose one part which is easy to listen and has the sounds introduced in the lesson Typically, the more familiar to students the song is, the more effective pronouncing teaching is Moreover, there are normally some different levels of the students in the class Teachers should design tasks flexibly and suitably for average ones to exploit the song As a result, students’ replies with simple words as well as structures, not only easy for the other students to understand but also the teacher can easily manage the situation in a short time In addition, as mentioned above, the performance of a pronunciation teaching part used a song contains three stages of framework In each stage, activities should be conducted quickly to control the allowed time In the pre-listening stage: Students engage in activities that activate schema or background knowledge of a song’s main theme This step may consist of several warm-up questions to be discussed with a partner, the introduction of some key vocabulary items and sounds or prediction activities (Gravenall, B 1945) In the while listening stage: Students listen to the song and complete an assigned task In the post-listening stage: Students analyze new phonemes; some can also repeat some sentences or even sing the song again if they are ready to perform Sixteen English songs with suggested implications to exploit in sixteen “Pronunciation” sections in English 10 curriculum are the following UNIT 1: / i: / and / i / The song exploited: Say You Will Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / i: / Suggested answer: keep, feel, deep, lead, need - Find out words which have the phoneme / i / Suggested answer: will, missing, in Task 3: Teacher orders students to listen and fill in each blank with the missing word Say you will, say you will be mine I just keep ……… you tonight I feel so unsure, I ……… so alone, I just don't dare to open my eyes Into deep, going ……… too ……… I can't get you out of my mind Baby no matter just how hard I try I don't want to be alone tonight Won't you be my guilding light ……… the way to be by your side Won't you be my star tonight I ……… more than a neon light Suggested answer: missing, feel, in, deep, lead, need UNIT 2: / ʌ / and / a: / The song exploited: Lemon Tree Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ʌ / Suggested answer: another , nothing, just, Sunday - Find out words which have the phoneme / a: / Suggested answer: fast, car, far, afternoon Task 3: Teacher orders students to listen and fill in each blank with the missing word I'm sitting here in the boring room It's ……… another rainy Sunday ……… I'm wasting my time I got ……… to I'm hanging around I'm waiting for you But ……… ever happens and I wonder Suggested answer: just, afternoon, nothing, nothing UNIT 3: / e / and / æ /The song exploited: As long as you love me Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / e / Suggested answer: head , said, get, guess - Find out words which have the phoneme / æ / Suggested answer: as, have, hands, glance, Task 3: Teacher orders students to listen and fill in each blank with the missing word Although loneliness has always been a friend of mine I'm leavin' my life in your ……… People say I'm crazy and that I am blind Risking it all in a ……… And how you got me blind is still a mystery I can't ……… you out of my ……… Don't care what is written in your history As long as you're here with me Suggested answer: hands, glance, get, head UNIT 4: / ɒ / or / ɔ / and / ɔ: / The song exploited: Atlantis Is Calling Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ɒ / or / ɔ / Suggested answer: promise, on, Hollywood - Find out words which have the phoneme / ɔ: / Suggested answer: ignore, anymore, Task 3: Teacher orders students to listen and fill in each blank with the missing word Lady, I know it was hard,but it's much harder to ……… There's a chance and I'll ……… ,I won't hurt you ……… , Hollywood nights we're romancin'.You can trust me anytime somewhere, oh! babe there is someone,Oh! you're dancing in my mind Ohoho little queenie, I'm your fool Come ……… , teach me the rules and I will send an S.O.S for love Ohoho little queenie,I'm your fool you need love like I and I will send a S.O.S for love Suggested answer: ignore, promise, anymore, on UNIT 5: / ʊ / and / u: / The song exploited: I Do It For You Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ʊ / Suggested answer: look, - Find out words which have the phoneme / u: / Suggested answer: into, to, do, true Task 3: Teacher orders students to listen and fill in each blank with the missing word ……… into my eyes You will see, what you mean ……… me Search your heart, search your soul When you find me then, you'll search no more Don't tell me it's not worth trying for You can’t tell me it’s not worth dying for You know its ……… , everything I do, I it for you Suggested answer: look, to, true UNIT 6: / ə / and / ɜ: / The song exploited: Top the world Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ə / Suggested answer: around, heaven, - Find out words which have the phoneme / ɜ: / Suggested answer: world, heaven Task 3: Teacher orders students to listen and fill in each blank with the missing word Everything I want the ……… to be Is now comin' true especially for me And the reason is clear, it's because you are here You're the nearest thing to ……… that I've seen I'm on the top of the world lookin' down on creation And the only explanation I can find Is the love that I've found ever since you've been ……… Your love's put me at the top of the world Suggested answer: world, heaven, around, 10 UNIT 7: / ei /, / / and / ɔi / The song exploited: Right Here Waiting For You Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ei / Suggested answer: day, pain, say, takes, breaks, wait - Find out words which have the phoneme / / Suggested answer: line, right, - Find out words which have the phoneme / ɔi / Suggested answer: voice Task 3: Teacher orders students to listen and fill in each blank with the missing word Oceans apart, day after day And I slowly go insane I hear your ……… on the line But it doesn't stop the ……… If I see you next to never How can we say forever Wherever you go Whatever you I will be ……… here waiting for you Whatever it takes Or how my heart ……… I will be right here waiting for you Suggested answer: voice, pain, right, breaks UNIT 8: / aʊ / or / əʊ / and / ou / The song exploited: Nothing’s gonna change my love for you Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / aʊ / or / əʊ / Suggested answer: now, without, how, 11 - Find out words which have the phoneme / ou / Suggested answer: road, so, hold, Task 3: Teacher orders students to listen and fill in each blank with the missing word If the ……… ahead is not so easy Our love will lead the way for us Like a guiding star I'll be there for you if you should need me You don't have to change a thing I love you just the way you are ……… come with me and share the view I'll help you see forever too ……… me now Touch me ……… I don't want to live ……… you Suggested answer: road, so, hold, now, without UNIT 9: / iə / , / eə / and / ʊə / The songs exploited: Heal the world; Surely Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / iə / and / eə / (The song exploited: Heal the world) There's a place in your heart And I know that it is love And this place could be much Brighter than tomorrow And if you really try You'll find there's no need to cry In this place you'll feel There's no hurt or sorrow Suggested answer: there / eə / , really / iə /, - Find out words which have the phoneme / ʊə / (The song exploited: Surely) My bravery could not convince me to stay Surely, surely you were meant to be mine Surely you were meant to be mine Surely you were meant to be mine 12 Surely you were meant to be mine Surely, surely, surely Surely you were meant to be mine Suggested answer: surely, UNIT 10: / b / and / p / The song exploited: Season in the sun Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / b / Suggested answer: Goodbye, black, birds, be, - Find out words which have the phoneme / p / Suggested answer: Papa, pray, please Task 3: Teacher orders students to listen and fill in each blank with the missing word Goodbye Papa please ……… for me I was the ……… sheep of the family You tried to teach me right from wrong Too much wine and too much song Wonder how I got along Goodbye Papa it's hard to die When all the ……… are singing in the sky Now that the spring is in the air Little children everywhere When you see them, I'll be there Suggested answer: pray, black, birds UNIT 11: / d / and / t / The song exploited: Touch by touch Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / d / Suggested answer: do, day, - Find out words which have the phoneme / t / Suggested answer: to, touch, time Task 3: Teacher orders students to listen and fill in each blank with the missing word When I feel the ……… is right and your staying by my side 13 And the love you give to me makes my heart beat When my fantasy fly away but my feelings make me stay I see the fire in your eyes, it makes my heart beat Do it, we'll still it night and ……… You're my all time lover Do it, we'll still it anyway Like there is no other Touch by ……… , you're my all time lover Skin to skin, come undone my cover Suggested answer: time, day, touch UNIT 12: / s / and / z / The song exploited: Brother Louie Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / s / Suggested answer: stay, steel, set, breaks - Find out words which have the phoneme / z / Suggested answer: cause, easy, paradise Task 3: Teacher orders students to listen and fill in each blank with the missing word Dear, love is a burning fire Stay, ……… then the flames grow higher Babe, don't let him ……… your heart It's easy, it's ……… Girl, this game can't last forever Why ? Why can not live together Try, don't let him take your love from me You're not good, can't you see brother Louie, Louie, Louie I'm in love set you free Oh, she's only looking to me Only love ……… her heart brother Louie, Louie, Louie Only love's paradise Oh, she's only looking to me Suggested answer: cause, steel, easy, breaks UNIT 13: / f / and / v / The song exploited: Sunny - Boney M 14 Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / f / Suggested answer: for, feel, feet, facts, life, formed - Find out words which have the phoneme / v / Suggested answer: love, gave, Task 3: Teacher orders students to listen and fill in each blank with the missing word Sunny, thank you for the sunshine bouquet Sunny, thank you for the ……… you brought my way You ……… to me your all and all Now I feel ten ……… tall Sunny one so true, I love you Sunny, thank you for the truth you let me see Sunny, thank you for the ……… from A to Z My ……… was torn like a windblown sand, And the rock was formed when you held my hands Sunny one so true, I love you Suggested answer: love, gave, feet, facts, life UNIT 14: / g / and / k / The song exploited: Something just like this Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / g / Suggested answer: gold, gifts, - Find out words which have the phoneme / k / Suggested answer: book, risk, kiss Task 3: Teacher orders students to listen and fill in each blank with the missing word I've been reading books of old The legends and the myths Achilles and his ……… Hercules and his ……… Spiderman's control And Batman with his fists And clearly I don't see myself upon that list 15 But she said, where d'you wanna go? How much you wanna……… ? I'm not looking for somebody With some superhuman gifts Some superhero Some fairytale bliss Just something I can turn to Somebody I can ……… Suggested answer: gold, gifts, risk, kiss UNIT 15: / θ / and / ð / The song exploited: Every Day I Love You Task 1: Teacher introduces the transcriptions and read aloud the words given in the book Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / θ / Suggested answer: something, thought, - Find out words which have the phoneme / ð / Suggested answer: that, they, time Task 3: Teacher orders students to listen and fill in each blank with the missing word I don't know but I believe ……… somethings are meant to be And that you'll make a better me Everyday I love you I never ……… that dreams came true But you showed me that ……… You know that I learn ……… new Everyday I love you Suggested answer: that, thought, they, something UNIT 16: / ʒ / and / ʃ / The song exploited: Why Not Me? Task 1: Teacher introduces the transcriptions and read aloud the words given in the book 16 Task 2: Teacher introduces and plays the song then orders students to listen and find out the sounds: - Find out words which have the phoneme / ʒ / Suggested answer: just, - Find out words which have the phoneme / ʃ / Suggested answer: shadows, shattered Task 3: Teacher orders students to listen and fill in each blank with the missing word Escaping nights without you with ……… on the wall My mind is running wild trying hard not to fall You tell me that you love me but say I'm ……… a friend My heart is broken up into pieces 'Cause I know I'll never free my soul It's trapped in between true love and being alone When my eyes are closed the greatest story told I woke and my dreams are ……… here on the floor Suggested answer: shadows, just, shattered The standardized test (conducted at the end of the second semester to assess the influence of this method) GENERAL ENGLISH TEST (B1) LISTENING AND PRONUNCIATION (Time allowed: 15 minutes) Section You will hear people talking in eight different situations For questions – 8, choose the best answer (A, B or C) You hear a young man talking about his hobby of rock climbing How does he feel about it? A satisfied with his level of expertise B concerned about doing a dangerous sport C proud when he copes with difficult conditions You hear a public announcement at a family theme park What does the announcement contain? A a change to a timetable B details of a new attraction C instructions about a location You hear two people talking about a course they have attended 17 What was the topic of the course? A book illustration B journalism C publishing You hear two people talking about a film they have both seen What they agree about? A The story wasn’t very original B Reviews of the film weren’t accurate C The message wasn’t very positive You hear a man being interviewed about a new project he has set up in his hometown What is the purpose of the project? A to reduce the amount of litter on a town’s streets B to increase the inhabitants’ awareness of recycling C to stop shopkeepers using plastic bags for customers’ purchases You hear a man talking on the radio about salespeople What does he say about them? A They take pride in forming good relationships with buyers B They keep one objective in mind at all times C They prefer people they think are easy to sell to You hear two friends talking about a student website What they agree about it? A It is visually attractive B It has a lot of useful advertisements C It is easy to navigate round You hear a chef talking about taking part in a cookery competition What did he find surprising? A How nervous he felt B How rushed he felt C How tired he felt 18 Section You will hear a man called Chris Graham talking to a group of students about a vacation job he had in Australia For questions – 18, complete the sentences with a word or short phrase My Vacation Job in Australia Chris thinks the best place to find a job like he had is the (9) Chris is studying (10) at university For most of the time he was working for the travel company, Chris lived in a (11) outside of the town Chris was often asked to go to a (12) at the weekend In the mornings, Chris had to drive tourists to see the (13) in the desert Many of the tourists were unaware of the need to keep their (14) covered up when they were in the sun The tourists particularly wanted to know how to tell the difference between the (15) of the wild animals In the afternoons, the tourists were able to see some(16) that had more than one use Chris says that the local government would like to have a larger (17) to attract tourists Chris advises other students to send off their job application forms in the month of (18) at the latest Section Find a word that has the underlined part pronounced differently from that of the others 19 A silent 20 A cup 21 A although 22 A plays 23 A team 24 A state 25 A cost B film B runner B southern B reads B beat B status B bore C thriller C stadium C theater C listens C defeat C station C course D situation D fun D these D stops D great D statue D tall IV The assessment of experimental results As mentioned above, the main methodology used in this study was experimental method in which English songs are applied for teaching English pronunciation and a standardized test is conducted at the end of the second semester to assess the influence of this method towards the participants 19 In a specific way, I applied the study towards class 10A3, other while I used casual methods for class 10A4 and class 10A5 in pronunciation teaching parts This study was conducted in the early September 2017 and finished at the end of April 2018 At the beginning, before conducting the study, these classes had the same academic level However, I have following different results through the assessment process after the methodology was applied Items in the assessment Students have high inspiration in 10A3 25/30 10A4 10/30 10A5 12/30 learning Students can pronounce properly and 18/30 5/30 4/30 fluently and the results from the standardized test: Class Mark 10A3 10A4 10A5 Under 3/30 7/30 8/30 8/30 15/30 16/30 Over 21/30 8/30 6/30 In fact, language competence of students in mountainous areas in general and Ngoc Lac ethnic boarding high school in particular is at a low level Therefore, it is easy to see the excitement and learning outcomes in English class are not good unless appropriate teaching methods are applied, class 10A4 and 10A5 are samples in the pronunciation lessons However, when I used this method by exploiting English songs in pronunciation lessons forward class 10A3, as in the tables above, I achieved significant positive results The data from the tables, thank to this method, students in class 10A3 proved to be more active and interested in class There are 18 out of 30 the students who can pronounce properly and fluently whereas the numbers in two other classes are and in context In addition, the students in class 10A3 who got good marks from the standardized test is significantly higher than the others The results of the research suggest that using songs appropriately in pronunciation lessons are effective forwards the participants in my school I hope that the study will be a valuable reference and useful to the teachers and the students at Ngoc Lac ethnic boarding high school as well as others who are interested in the problem 20 C CONCLUSION Experience lessons: Basing on actual teaching of my colleagues as well as mine in the previous time combined with results obtained by applying the research above, I would like to mention some following implications Changing Vietnamese teachers’ and learners’ attitudes towards new English pronunciation teaching will not be easy, for they are accustomed to traditional pronunciation lessons And we should note the fact that applying traditional methods in Vietnamese context in particular brings several advantages Since teachers are more familiar with these methods, they have experience and confidence when conducting the lessons The learners may feel safer in practicing the teacher’s very careful explanations of pronunciation rules However, sometimes applying traditional methods is not effective in language learning process because these methods are not motivate and even boring towards many learners as well as a number of teachers In other words, when teaching pronunciation to students, teachers should not convey all the content mechanically at the same time while they are not willing to obtain it From my experiment above, it can be seen that an approach via songs can help learners study and practice pronunciation patterns positively and effectively Nevertheless, the song a long with the tasks concerned is not always relevant to every lesson It should be considered to choose appropriately before exploiting in each lesson Nowadays, with the development of internet and technology, it is quite easy for teachers to search for songs as their teaching materials from sources such as YouTube, ITunes, Billboard, etc In addition, through different songs, students can even study external language items such as grammar, vocabularies and expressions which are not included in daily syllabus if these song are appropriate and interesting Proposal Because of the fact that the participants in the research were students in grade 10 only, there are certain limitations I am looking forward to learning the other research which is concerned with this topic applied for students in two other grades in high school The study was carried out by myself accompanied my colleagues Though the study is applied effectively forwards the participants in my school, it may not be suitable with other students in other schools in context Thus, I would like to receive comments and suggestions from you who have passion and enthusiasm towards the development of Vietnam education Thanh Hoa, 10th May 2018 21 Identity of the headmaster I make sure that this experience innovation was done by me Author Đinh Văn Thiện REFERENCE 1985 Harmer, J The Practice of English Language Teaching Педагогика (13.02.2017) Using songs and music in teaching English to young learners Gabriel, B (2007) Learning English Through Songs Singapore: Bettyland Publications Richards, J (1969) Songs in Language Learning TESOL Quarterly, 3(2), 161-174 Gravenall, B (1945) Music in Language-Teaching ELT Journal, 3(5), 123-127 Sources: https://www.ukessays.com/essays/english-language/the-importance-ofpronunciation-for-english-students-english-language-essay.php 2.https://www.ncbi.nlm.nih.gov/sites/entrez?term=PURCELL%20[First %20Author]%20AND%201992%20[Create%20date] 3.http://publicacoes.unifran.br/index.php/dialogospertinentes/article/downl oad/228/182 CONVENTIONS OF ABBREVIATIONS EFL English as a foreign language 22 ELT ESL English language teaching English as a second language 23 ... readers with deeper insight into this issue, I would like to carry on this study entitled Using English songs to help EFL 10 th grade students improve pronunciation knowledge. ” Hopefully, the results... were 10th grade students In total, 90 students from classes took part in this study This main methodology used in this method was experimental Students experience the learning process in which English. .. experiences We listen to music to reduce anxiety, to stay positive, to relax The rhythm and melody of songs enable us to listen to them over and over again That’s why we need music to boost our motivation