1 Vietnam national university, hanoi University of languages and international studies Faculty of post graduate studies HOÀNG THỊ HẢI LÝ DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN LANGUAGE FOCUS PERIODS – ENGLISH 12 AND SOME SOLUTIONS (KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY “LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 12 VÀ MỘT SỐ GIẢI PHÁP) M.A Minor ProgammeThesis Field: Methodology Code: 601410 Hanoi, - 2010 Vietnam national university, hanoi University of languages and international studies Faculty of post graduate studies HOÀNG THỊ HẢI LÝ DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN LANGUAGE FOCUS PERIODS – ENGLISH 12 AND SOME SOLUTIONS (KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY “LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 12 VÀ MỘT SỐ GIẢI PHÁP) M.A Minor Programme Thesis Field: Methodology Code: 601410 SUPERVISOR: HOÀNG THỊ XUÂN HOA, Ph.D Hanoi, - 2010 TABLE OF CONTENTS Declaration…………………………………………………………………………… i Acknowledgements…………………………………………………………………… ii Abstract………………………………………………………………………… iii Table of contents…………………………………………………………………… iv List of charts and tables……………………………………… ……………………… vi PART 1: INTRODUCTION……………………………… ……………………… 1 Rationale of the study………………………………… …………………………… Aim of the study…………………………………………………………………… Research questions…………………………………………….…………………… Methods of the study…………………………………… ………………………… Scope of the study ……………………………………….………………………… Significance of the study………………………………… ……………………… Design of the study………………………………………………………………… PART 2: DEVELOPMENT………………………………………………………… Chapter 1: Theoretical background ……………………………………………… 1.1 Definition of pronunciation.……………………………………………………… 1.2 The importance of teaching pronunciation ……………………………………… 1.3 The teacher‟s roles and student‟s roles in teaching and learning pronunciation… 1.4 The pronunciation components.………………………………………………… 1.5 Factors affecting pronunciation learning.………………………………………… 1.6 Differences between English and Vietnamese…………………………………… 10 1.7 Techniques of teaching pronunciation.…………………………………………… 11 1.8 Summary………………………………………………………………………… 13 Chapter 2: The study……………………………………………………………… 14 2.1 An overview of the situation of teaching and learning English at Thang Long 14 Upper Secondary School.………………….…………………………….…………… 2.1.1 Learners………………………………………………………………………… 14 2.1.2 Teachers……………………………………………………………………… 14 2.1.3 The textbook…………………………………………………………………… 14 2.2 Research questions……………………………………………………………… 16 2.3 Research methodology…………………………………………………………… 17 2.3.1 The subjects of the study……………………………………………………… 17 2.3.2 Methods and procedures……………………………………………………… 17 2.4 Data analysis process…………………………………………………………… 19 2.5 Summary………………………………………………………………………… 19 Chapter 3: Data analysis and discussions …………………….…………………… 20 3.1 Data analysis and discussions…………………………………… …………… 20 3.1.1 The teachers and students‟ attitudes towards teaching and learning 20 pronunciation 3.1.2 The levels of difficulties in teaching and learning pronunciation……………… 23 3.1.3 The causes of the difficulties in teaching and learning pronunciation………… 26 3.1.4 The techniques used in each stage of teaching pronunciation………………… 29 3.2 Summary………………………………………… ……………………………… 35 Chapter 4: Some suggested techniques for teaching pronunciation in “Language 36 Focus Periods” – English 12 ……………………… ……………………………… PART 3: CONCLUSION………………………………………………… ……… 39 Conclusions of the study…………………………………………………………… 39 Limitations of the study…………………………………………………………… 39 Suggestions for further study.……………………………………………… …… 39 References…………………………………………………………………………… 41 Appendices…………………………………………………………………………… LIST OF CHARTS AND TABLES Table 1: Pronunciation components and activities in each unit Table 2: The purpose of teaching and learning pronunciation Table 3: Techniques used in the presentation stage Table 4: Techniques used in the practice stage Table 5: Techniques used in the production stage Table 6: The favorite techniques of teaching and learning pronunciation in each stage Chart 1: The role of pronunciation in teaching and learning English Chart 2: The role of each pronunciation component in English 12 Chart 3: The attraction of teaching and learning pronunciation Chart 4: The attraction of each pronunciation component in English 12 Chart 5: The levels of difficulties in teaching and learning pronunciation Chart 6: The levels of difficulties of each pronunciation component in English 12 Chart 7: The causes of the difficulties in teaching and learning pronunciation Chart 8: The causes of the difficulties in teaching and learning pronunciation in English 12 PART 1: INTRODUCTION RATIONALE OF THE STUDY Nowadays, with the rapid pace of integration and globalization, English becomes a golden key to open the door of many fields such as commerce, communication, science and technology throughout the world Therefore, to meet the demand of the society, it is very necessary to teach English in schools of all levels One of the most important goals of learning a foreign language is to communicate while oral communication of human beings bases on sounds If people not pronounce correctly they will have many difficulties in exchanging ideas or sometimes it may lead to the communication breakdown Up to now, at upper-secondary school level, in language teaching and learning, pronunciation is paid less attention compared with vocabulary, grammar and language skills This is because of number reasons: First, the textbooks (English 10 - 11 - 12) have few exercises for pronunciation practice Second, all important English exams at schools as well as the entrance exam to universities are always in written form so most teachers as well as students have little motivation to teach and to learn pronunciation As a result, students are often shy and unconfident to speak in English So, what are the difficulties in teaching and learning? How to find suitable methods to teach pronunciation? What should teachers to teach pronunciation effectively? How should teachers make students become interested in learning pronunciation? They are burning questions for many teachers of English The answers to these questions will help teachers improve students‟ pronunciation knowledge and help them to make progress in communication For the above reasons, I decide to investigate “Difficulties in teaching and learning Pronunciation in Language Focus periods – English 12 and some solutions” AIMS OF THE STUDY This study mainly focused on the difficulties in teaching and learning pronunciation in Language Focus periods – English 12 and solutions to help them overcome these difficulties In order to achieve this aim, some objectives are posed for exploration as 10 follows: - To find out the attitudes of teachers and learners towards in teaching and learning pronunciation at Thang Long Upper Secondary School - To find out the difficulties and the causes of difficulties in teaching and learning Pronunciation - To find out how pronunciation components are taught at Thang Long Upper Secondary School RESEARCH QUESTIONS The research tries to answer the following questions: What are the attitudes of teachers and students towards teaching and learning pronunciation? What are the difficulties and the causes in teaching and learning pronunciation in Language focus periods – English 12? How are pronunciation components taught at Thang Long upper secondary school? METHODS OF THE STUDY In order to fulfill the tasks as mentioned above, a certain data about the attitudes of teachers and students as well as the difficulties and causes of difficulties in teaching and learning pronunciation at Thang Long Upper Secondary School were collected and analyzed To collect data for the research, a survey questionnaire were delivered to teachers and 100 grade 12 students at Thang Long Upper Secondary School Some observation and interviews with some teachers and students were also conducted for supplementary information After that, the results obtained from questionnaires and observation were discussed then some useful pronunciation teaching techniques were recommended SCOPE OF THE STUDY There are a number of difficulties in teaching and learning English at upper – 11 secondary school However, as this study is concerned with teaching and learning pronunciation in Language focus periods – English 12 SIGNIFICANCE OF THE STUDY This study hopes to make contribution to teaching pronunciation at upper secondary school and the result of the study is considered to be useful for teachers and students at school So this study will be an interesting reference material for any upper secondary teachers in Vietnam especially for those who are in favor of improving their students' pronunciation This research will help teachers and students identify their difficulties in teaching and learning pronunciation and self- improve their pronunciation DESIGN OF THE STUDY The study starts with the first part as an INTRODUCTION to the rationale, the aims, the significance of the study, the research questions, the method, the scope and the design of the study The next part provides the DEVELOPMENT of the thesis with chapters Chapter presents the theoretical background with definition of pronunciation; the importance of teaching pronunciation; the teacher's and student's roles in teaching pronunciation; the pronunciation components, factors affecting pronunciation learning, and some techniques of teaching pronunciation Chapter 2, chapter constitutes the body of the study Chapter is the study of the thesis with an overview on situation of teaching and learning English at Thang Long high school, research questions, and research methodology and data analysis process Chapter presents data analysis and discussions Chapter suggests some techniques for teaching pronunciation in “Language Focus Periods” – English 12 Part is the CONCLUSION provides the summary of the thesis, limitations and some suggestions for further study 12 PART 2: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Definition of pronunciation The notion of "pronunciation" has been defined in different ways by many writers Ur (1996: 47) defines that "The concept of "pronunciation" may be said to include sounds of the language or phonology; stress and rhythm; intonation; combination of sounds; linkage of sounds" Dalton, (1994: 3) describes pronunciation in general term "as the production of significant sound in two senses First, sound is significant because it is used as part of a code of a particular language In this sense we can talk about pronunciation as the production and reception of sounds of speech Second, sound is significant because it is used to achieve meaning in contexts of use Here the code combines with other factors to make communication possible In this sense we can talk about pronunciation with reference to acts of speaking" In this paper, the author has no intention of pointing out which definition of pronunciation is the most precise but she only wishes to find an appropriate definition facilitating the understanding of pronunciation in language study Therefore, the definition of pronunciation proposed by Ur (1996) is adopted 1.2 The importance of teaching and learning pronunciation “A learner who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand A consideration of learners‟ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the class” Gerald Kelly (2000:11) While saying about why it is important to teach pronunciation, Martin Hewings (2004:10) adds “Difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to 13 them.” Sound is the core of the language so that is the reason why when teaching a language the first thing the teachers should is to let the learners have chances to explore to the sounds of that language Moreover, communicative approach is considered as the major language teaching in the twenty first century as what the learners really need after graduating is that they can communicate successfully in their work and their life That is the reason why pronunciation teaching has been paid more and more attention by all the teachers Pronunciation is as important as any other aspects of language like syntax and vocabulary Speech is much more than pronunciation of course, but speech is impossible without it Correct pronunciation, in fact, is considered to be a prerequisite to develop the speaking skill That is why teaching pronunciation should occupy an important place in the study of any language 1.3 The teacher’s roles and student’s roles in teaching and learning pronunciation Because of the importance of teaching pronunciation mentioned above, teachers play a key role in teaching and learning pronunciation Many authors share this idea and they all give out the similar roles of teacher's and students' in pronunciation practice However, in this study, the literature of Kenworthy (1987: 1-2) about the teacher's role was chosen The roles of the teacher and students can be derived in the following parts 1.3.1 The teacher's roles in teaching pronunciation 1.3.1.1 Helping students hear and perceive the model as exactly as possible Students often have a strong tendency to hear the sounds of English in terms of the sounds of their native language The teacher needs to check that their students are hearing sounds according to the appropriate categories and help them to develop new categories if necessary 1.3.1.2 Helping students make sounds intelligible Some sounds of English not occur in Vietnamese Therefore, the teacher has to give some hints which help them to produce the new sounds intelligibly 84 Rules Place your counters on the square marked Start The object of the game is to move around the board from square to square to the square marked Finish The first player to reach this square is the winner Players take turns to throw the dice and move Numbers on the dice correspond to stress patterns as follows: To move, throw the dice and move to the first word you come to with the stress pattern indicated (You can land on a square that already has a counter on it.) If there is the tail of a worm in the square you have landed on, move your counter to its head If you land on a square marked Miss a turn, you miss your next turn If there are no more words with that stress pattern left before the finish, you can move to the finish From Pronunciation Games by Mark Hancock © Cambridge University Press 1995, p 20,21 APPENDIX 18: UNIT 6, (Practice reading weak and strong forms) 85 I asked him for money Box 43 Student handout -Weak or strong1 a A: That cake smells good B: Do you want some? b A: I'm hungry B: There's some soup in the fridge a A: My music teacher is George Bush B: Not the George Bush, surely b A: Which is your house? B: It's the one on the right a A: Did you enjoy the film? B: I thought it was great b A: I didn't see you at the meeting Why weren't you there? B: I was there a A: Did you get any questions wrong? B: Just one I spelt 'could' C-U-L-D b A: I'm going to the conference, too B: Maybe we could go together a A: What are you reading? B: It's a letter from Alice b A: Is this a present for Bob? B: No, it's from Bob a A: I'm going to Hungary next week B: Are you going on your own? b A: Why did you put 'Mistake' here? B: You've written 'your' instead of 'you' a A: I like those flowers B: They're for Jane b A: Have you got any matches ? B: What you need them for? a A: What time you have to be at work tomorrow? B: Well, I should be there by 7.30, but I don't like getting up early b A: My new printer doesn't work properly B: You should take it back Answer key When will you give me them back? Strong forms are generally used: when the words come 10 She wanted to stay at the end of a sentence (la, 7b); when the word is 11 We went to her room given special emphasis (2a, 8a); when the word is 12 What time does he get here? contrasted with another word (a special kind of 13 I asked him for some money emphasis) (3b - weren't vs was, 5b - for vs from); when 14 I knew she did it the word is 'quoted' (4a, 6b) Box 42 Student handout (Sentences with weak forms marked) He threw the ball at me You must come over for dinner soon Bill and Mark have left Have you got more than Tom? I was at home from five o'clock We could talk about it at lunch Ask them to come to the party Can you tell us now? We were going to the park 10 When you get the results of your tests? 11 There should be some more in the box 12 When are you taking him to see her? Box 44 Student handout (Sentences with weak forms marked) I wanted her to stay She went up to her room When will you give them back I knew that he did it It dropped on the floor What time can you be here? I dropped it on the floor Martin Hewings (2004): 95 APPENDIX 19: UNIT 6, (Listen weak and strong forms) 86 Bowler, B (2008): 70 APPENDIX 20: UNIT 8, (Practice reading contracted form) 87 Box 39 Student handout A: Where have you put the coffee? B: It is in the cupboard A: There is none left B: Sorry I would have bought some more if I had known A: What are you doing in the summer? B: Tom and Mary have asked me to stay A: That will be nice B: Yes, I am sure it will A: Okay, let us go B: I am not ready A: Have you seen the time? We are going to be late B: Do not panic The party will not have started yet A: Ann is coming over later B: How will she get here? A: I not know She might have asked Ken for a lift B: I have not met Ken It would be good to see him A: What is wrong? B: I have lost my bike A: John might have borrowed it B: No, he would have asked me first A: I suppose he would A: I have made these biscuits Would you like one? B: That is kind Urgh, they are so sweet A: I must have put too much sugar in B: Richard would like them He will eat any thing Box 40 Student handout A: Where've you put the coffee? B: It's in the cupboard A: There's none left B: Sorry I'd've bought some more if I'd known A: What're you doing in the summer? B: Tom and Mary've asked me to stay A: That'll be nice B: Yes, I'm sure it will A: Okay, let's go B: I'm not ready A: Have you seen the time? We're going to be late B: Don't panic The party won't've started yet A: Ann's coming over later B: How'll she get here? A: I don't know She might've asked Ken for a lift B: I haven't met Ken It'd be good to see him A: What's wrong? B: I've lost my bike A: John might've borrowed it B: No, he'd've asked me first A: I suppose he would A: I've made these biscuits Would you like one? B: That's kind Urgh, they're so sweet A: I must've put too much sugar in B: Richard'd like them He'll eat anything Martin Hewings (2004): 92 APPENDIX 21: UNIT 8, (Practice listening contracted form) 88 Students’ handout Bowler, B (2008): 86 APPENDIX 22: UNIT 10, 11 ((Practice reading rhythm) 89 Students’ handout Box 68 Teacher reference A: Where's their office? B: On the seventeenth floor A: Why are you having a party tonight? B: It's my birthday today A: Where does Becky always sit? B: At the back of the class A: How you like your coffee? B: With milk and sugar A: What are you going to eat? B: A plate of pasta A: What did Francis say when you phoned her? B: She didn't answer A: What languages you speak? B: English and Spanish A: Where are you going to hang that picture? B: Over the window A: When did you learn to ski? B: When I was younger A: Where did you get your new coat from? B: I bought it in town A: When are you going back home? B: I'm leaving today A: How are you getting to Paris? B: I'm planning to drive A: Do your broken ribs still hurt you? B: Only when I laugh A: What you think of this photo of Paul? B: Let me have a look A: Where you want this box? B: Put it on the floor A: What did you with the sugar? B: I put it in the cupboard A: What are you looking for? B: I'm looking for a pencil A: Do you want anything from the vegetable shop? B: A kilo of tomatoes Stress pattern for B parts ooOooO oOoOo OooOo oOooO OoooO oOoooOo Martin Hewings (2004): 136 APPENDIX 23: UNIT 10, 11 (Odd one out) 90 Students’ handout How many word/ words can be stressed in these sentences? Choose A, B, C or D 10 Key: The dog is a faithful animal A B C D Bring me a pencil A B C D A bird in the hand is worth two in the bush A B C D 10 I think she wanted to buy it yesterday A B C D I don‟t want to see people hunting for animals A B C D You must clean this machine every time you use it A B C D 10 I want to know how to download this e-book A B C D This book has a very attractive cover A B C D I read book when I have little free time A B C D Take a book out of the bag A B C D A B A B C B A D C APPENDIX 24: UNIT 10, 11 (Games) Fishing 10 A 91 Conducting the game Divide the class into pairs Players take turns to formulate sentences for their partner to translate into English When students are getting used to this procedure, they could begin to play for points; each player starts with ten points and loses a point for each mistake Join the dots next to the sentences with matching stress patterns There is only one pair of sentences for each stress pattern The eleven stress patterns in the game are: o0 00 00o oo0 o0o 0o0 0o0o o0o0 0oo0 o0o0o From Pronunciation Games by Mark Hancock © Cambridge University Press 1995 APPENDIX 25: UNIT 12 (Practice reading elision) 92 Box 45 Student handout Leave out underlined letters Part A postman correctly wastepaper facts restless lastly exactly friendly kindness 10 handshake 11 hands 12 landscape 13 blindness 14 grandmother 15 camera 16 definite 17 factory 18 family 19 favorite 20 history 21 every 22 secretary 23 recovery 24 marvelous Part B It was next morning Hold tight She's world champion It was just him It's in first gear Take a left turn I heard singing She changed clothes I'll send Lucy 10 It was hard work 11 They kept quiet 12 It looked good 13 Did I hurt you? 14 We reached Berlin 15 She arrived there 16 We crossed over 17 I phoned Keith 18 It moved towards us 19 They're second hand 20 He finished first 21 I slept badly 22 I found Ruth 23 I understand this 24 I felt bad Martin Hewings (2004): 100 APPENDIX 26: UNIT 13 (Practice reading linking) 93 Students’ handout Box 33 Student handout A 1.hot good seven short red brown white bad ten 10 light 11 wide 12 green Box 33 Student handout B a hot pizza a good pricea seven people a short boy a red bike a brown beard white coffee a bad cold ten cars light green a wide gap green grass To Austria Tomorrow afternoon To see Adam My uncle They all live in France By air A few hours I grew up there I'll stay a week 10 It's too expensive 11 Yes, a new umbrella 12 He asked me for one Answer key a ho/p/pizza, a goo/b/price, seve/m/ people, a shor/p/boy, a re/b/bike, a brow/m/ beard, a whi/kcoffee, a ba/g/cold, te/rj/cars, 10 li/k/green, 11 a wi/g/gap, 12 gree/n/grass TASK Link /p b t, d k, g/ to a following vowel Listen to people giving advice Practice it - My neck aches Wrap it in a scarf Drink a cup of tea Take an aspirin Don't think about it Rub it - I've got a big emerald ring Put it on Keep it safe Lock it up Take it to the bank Put it in a big envelope, and hide it under the bed - I've got a week off What shall I do? Make a dress Knit a jumper Read a book Paint a picture Sit and relax - What would Anne like for Christmas? a big umbrella a bag and some gloves a book on music a red and white scarf Answer key w w w w y y y 10 w y 11 w y 12 y Martin Hewings (2004): 82, 84 TASK Link /f, v, j, tj, d3, s, z, 8/ to a following vowel Listen, and practice this conversation A: What you want to when you leave school? B: I want to move into a flat with some friends A: It's less expensive to live at home B: I'm going to give a party A: Don't damage anything! B: I'd like to buy myself a sports car A: Don't crash into anything! B: I want to catch a plane to South America A: Arrange a cheap flight! B: What you want to when you leave school? A: I want to get a job in a large organization, and save all my money TASK Link /r/ to a following vowel Listen to this conversation Practice it A: We've been waiting for an hour and a half B: Say your aunt is very ill A doctor ought to see her at once A: There isn't a doctor available They're all busy B: Ask the receptionist to hurry up A: I've asked her over and over again The more I ask, the longer I wait APPENDIX 27: UNIT 14 O’Connor, J.D (1989): 85, 86 94 Listen and practice conversation Students’ handout 3.3 Listen, and practice these conversations in a hospital emergency department Notice the falling intonation of the doctor's: Wh-questions A: How can I help you? A: How can I help you? B: It's my son, Anton He's got earache He's had B: I've hurt my eye it for days A: A: How Let's have a look Ah yes, he's did it happen? got B: I was hammering a nail The end of the something in his ear I'll have to get hammer flew off and hit me in the eve A: How can I A: help you? B: I've got a headache A: How can I help you? B: I've hurt my ankle I think it's broken This is a hospital emergency department A A: Let's see Does that hurt? headache isn't an emergency Go and take an B: Oh! Yes, it hurts awfully aspirin A: How did it happen? B: But I fell off a horse I hit my head That's B: My husband left his umbrella in the hall The why I've got a headache I think I ought to have an handle got hooked round my ankle, and I fell over My ankle hurt so much I could hardly get up X-ray A: How did you get to the hospital? Did your husband bring you? B: No my husband was out, I had to have an ambulance O’Connor, J.D (1989): 44, 45 Odd one out: The ending of each sentence is the falling tune, True or False? Which one is yours, the blue or the red one? A True B False Is this the company you want to work for? A True B False How many international organizations can you name? A True B False I know W.T.O, W.P.F, U.N, and UNICEF A True B False Does this organization advocate for the protection of children rights? Key: A B A A B A True B False 95 APPENDIX 28: UNIT 15 Listen and practice conversation Students’ handout 2.2a Listen, and practice this conversation between a young man and his mother She repeats what he says, while she thinks about it Notice how her voice rises A: Have you seen my sports shirts? B: Your sport-shirts? They're being washed A: Have you moved my maths books? B: Your maths-books? They're on the bookshelves A: Have you taken my reading lamp? B: Your reading-lamp? No, it's on the desk A: Can I borrow some postcards? B: Postcards? All right They're in the drawer, with the envelopes A: Will you iron my tennis shorts? B: Your tennis-shorts? No, you can iron them yourself! O’Connor, J.D (1989): 82 2.1 Listen, and practice the conversation Listen carefully to the intonation A: Excuse me, I'm looking for Miss O'Dare Do you know where she is? B: She's gone to Trafalgar Square A: Do you know where, exactly? B: To the Headquarters of the Dairy Council A: Why has she gone there? B: She has got a dairy- It's called Mary's Dairy A: I thought she was a hairdresser B: Oh you mean Clare O'Dare She's upstairs It's her sister Mary who's gone to Trafalgar Square O’Connor, J.D (1989): 115 Odd one out: The ending of each sentence is the raising tune, True or False? Why didn‟t women have the right to vote? A True B False Do you want to be a housewife or a successful businesswoman? A True B False Did she work as a servant for this family? A True B False Shall we go to the cinema tonight? A True B False Have you completed your essay? A True B False Key: B B A A B 96 APPENDIX 29: UNIT 16 (Listen and practice conversation) Students’ handout 5.2 Listen, and practice this conversation in a group of four Notice the intonation in the 'Before' - sentences: the voice rises in the first part of the sentence, and falls in the last part A: Which is the most useful machine in your office? B: The personal computer I can put facts and figures into the computer, and find them again fast Before we had the computer, I could never find the right piece of paper C: The photocopier I can type a draft, correct it, then make copies on the photocopier Before we had the photocopier, it was awfully difficult to make perfect copies D: The coffee machine I can have a cup of coffee whenever I feel like it Before we had the coffee machine, I had to fetch coffee from the café next door B: I preferred it when you had to go to the cafe Now there are coffee cups all over the office C: And yesterday I had just made forty-four perfect copies, and you poured a cup of coffee all over them O’Connor, J.D (1989): 63 2b Listen, and notice the intonation of these alternative questions Which day did everything go wrong for A - Tuesday or Thursday? Did he wake up with toothache or a headache? Did he ring the dentist three times or four times? Was his dentist's appointment at three o'clock or three thirty? When he tripped, did he break both legs or three teeth? Is the customer's name James or Jameson? Is the problem about magazines or newspapers? He didn't get any newspapers one day Was it Wednesday or Thursday? O’Connor, J.D (1989): 76 97 APPENDIX 30: UNIT 16 (Listen and practice conversation) Students’ handout Bowler, B (2008): 80 98 ... investigate Difficulties in teaching and learning Pronunciation in Language Focus periods – English 12 and some solutions AIMS OF THE STUDY This study mainly focused on the difficulties in teaching and. .. teachers and students towards teaching and learning pronunciation? What are the difficulties and the causes in teaching and learning pronunciation in Language focus periods – English 12? How are pronunciation. .. English 12 Chart 7: The causes of the difficulties in teaching and learning pronunciation Chart 8: The causes of the difficulties in teaching and learning pronunciation in English 12 PART 1: INTRODUCTION