Difficulties in teaching and learning pronunciation in language focus periods – english 11 and some solutions

NGUYỄN VĂN THÀNH DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN LANGUAGE FOCUS PERIODS – ENGLISH 11 AND SOME SOLUTIONS (KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY “LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 11 VÀ MỘT SỐ GIẢI PHÁP) TABLE OF CONTENTS PART 1: INTRODUCTION 1 RATIONALE OF THE STUDY AIMS OF THE STUDY METHODS OF THE STUDY SCOPE OF THE STUDY PART 2: DEVELOPMENT I Definition of pronunciation II An overview of the situation of teaching and learning English at Ha Huy Tap Upper Secondary School 2.1 Learners 2.2 Teachers 2.3 The textbook III SOME SUGGESTED TECHNIQUES FOR TEACHING PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11” AT HA HUY TAP UPPER SECONDARY SCHOOL 3.1 Amount of exposure 3.2 Attitudes and motivation 3.3 The time for each lesson 3.4 Techniques for practice stage IV.SOME SUGGESTED ACTIVITIES ARE USED IN PRONUNCIATION PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL PART 3: CONCLUSION 27 Conclusions of the study 27 Limitations of the study 27 Suggestions for further study 27 REFERENCES 28 APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH 30 APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS 36 APPENDIX 3: CLASSROOM OBSERVATION SHEET 41 PART 1: INTRODUCTION RATIONALE OF THE STUDY The importance of English has been admitted all over the world by the large numbers of people using it as either the official language or the primary language English is considered as the third most common primary language in the world In Vietnam as well, English is becoming one of the vital keys to get success in their life Nowadays, English has become one of the compulsory subjects at school from primary to upper-high school In order to use English effectively, pronuciation should be paid attention more to reduce the limitation of communication among vietnamese students because of their lack of confidence in pronunciation Moreover, as being seen from the fact , pronuciation is paid less attention compared with vocabulary, grammar and language skills in language teaching and learning English at upper- secondary school Therefore, students are often shy and unconfident to speak english They are usually afraid of pronouncing incorrectly So, how difficult are students facing with when they learn pronucition? What activities should be used to teach pronucition 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 11 and some solutions” AIMS OF THE STUDY This study mainly focused on the difficulties in teaching and learning pronunciation in Language Focus periods – English 11 and solutions to help them overcome these difficulties In order to achieve this aim, some objectives are posed for exploration as follows: - To find out the attitudes of teachers and learners towards in teaching and learning pronunciation at Ha Huy Tap 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 Ha Huy Tap 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 Ha Huy Tap Upper Secondary School were collected and analyzed To collect data for the research, a survey questionnaire were delivered to teachers and 100 grade 11 students at Ha Huy Tap 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 – secondary school However, as this study is concerned with teaching and learning pronunciation in Language focus periods – English 11 PART 2: DEVELOPMENT I 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 II An overview of the situation of teaching and learning English at Ha Huy Tap Upper Secondary School 2.1 Learners There are about 500 students of grade 11 in my school Most of the students have learnt English for at least years, since they were at grade Some of them have learnt English since they were in primary school Two thirds of them learn English as a compulsory subject Some learn English to get scholarship to study abroad The others study English more deeply to take the exam to university In general, the majority of the students like learning English and have a good general knowledge of English Many students are capable of speaking English fluently As a result, 10% gets mark to 10, 30% gets mark to 9, 55% gets mark to 8, and 5% gets mark to 6, 0% gets mark below Some students get high mark in IELTS and TOFEL exam and have scholarship to study abroad However, teaching and learning English at Ha Huy Tap Secondary School have some difficulties Most of the classes are rather big in comparison with an ordinary class for a class of English, about 40 students Furthermore, there is not any lab room for studying a foreign language In addition to that, students hardly have opportunities to communicate with native speakers 2.2 Teachers There are 10 teachers of English in Ha Huy Tap Upper Secondary School Three of the teachers are from 25 to 43 years old, three have just finished an MA course, one is following MA course, and the other teachers graduated from Hanoi national university and Vinh univesity Among these teachers, five of the teachers are rewarded as the best teachers of Nghe An province They have sucessfully passed the exams for the talented teachers of Nghe An education and training department All the teachers are very enthusiastic with teaching and want to improve the quality of English teaching and learning 2.3 The textbook We have been using the text book - English 11 for two years There are many changes in this new text book in comparison with the old text book This text book has four lessons focus on four skills such as Reading, Speaking, Listening and Writing Especially, Pronunciation is also introduced in this text book However, it is only one small part in the Language Focus lessons About 10 to 15 minutes are spent for Pronunciation in each unit There are 16 units in the text book and they focus on the pronuciation of consonants including single consonant and clusters consonants There are two main activities of practicing: Listen and repeat individual words and Practice reading sentences Following is the table of contents of the pronunciation components and activities in each unit: Table 1: Pronunciation components and activities in each unit Pronunciation components Unit The pronunciation consonant of /ʤ/ - /tʃ/ Unit The pronunciation consonant The pronunciation consonant of The pronunciation consonant of The pronunciation consonant of The pronunciation consonant of The pronunciation consonant of The pronunciation consonant the - Listen and repeat individual words - Practice reading sentences of the - Listen and repeat phrases - Practice reading question and answer /kl/ - /gl/ -/kr/ -/gr/ -/kw/ Unit the - Listen and repeat individual words - Practice reading sentences /tr/ - /dr/ - /tw/ Unit the - Listen and repeat individual words - Practice reading sentences /pl/ - /bl/ - /pr/ - /br/ Unit the - Listen and repeat individual words - Practice reading sentences /w/ - /j/ Unit the - Listen and repeat individual words - Practice reading sentences /l/ - /r/ - /h/ Unit the - Listen and repeat individual words - Practice reading sentences /m/ - /n/ - /ɳ/ Unit Techniques and activities of the - Listen and repeat phrases - Practice reading sentences /fl/ -/fr/ -/θr/ Unit The pronunciation consonant of the - Listen and repeat phrases - Practice reading sentences /sp/ -/st/ -/sk/ Unit 10 The pronunciation consonant of the - Practice reading sentences of the - Listen and practice reading sentences /sl/-/sm/-/sn/-/sw/ Unit 11 The pronunciation consonant /ʃr/-/spr/-/spl/ Unit 12 The pronunciation consonant - Mark the primary stress over stress syllables and practice reading sentences of /str/-/skr/-/skw/ Unit 13 The pronunciation consonant - Practice reading sentences of /pt/-/bd/-/ps/-/bz/ Unit 14 The pronunciation consonant The pronunciation consonant of The pronunciation consonant /ft/-/vd/-/fs/-vz/ the - Listen and repeat individual words - Practice reading sentences of /nt/-/nd/-/nθ/-/ns/-/nz/ Unit 16 the - Listen and repeat individual words - Practice reading sentences /ts/-/dz/-/ tʃt/-/ʤd/ Unit 15 the - Listen and repeat individual words the - Listen and repeat individual words - Practice reading sentences of the - Listen and repeat individual words - Practice reading sentences All the pronunciation components in English 11 are very important and necessary for students to produce actual speech However, during the teaching and learning process, both teachers and students face up with many difficulties How can they overcome the difficulties? Some questions have been proposed to solve these problems III SOME SUGGESTED TECHNIQUES FOR TEACHING PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11” AT HA HUY TAP UPPER SECONDARY SCHOOL Based on the findings stated above, some suggestions for improving pronunciation teaching and learning in “Language focus periods – English 11” at Ha Huy Tap Upper Secondary School There are many causes of difficulties in teaching and learning pronunciation, however, amount of exposure, short time and boring and monotonous practice activities in the textbook has the strongest agreement So some suggestions based on the factors affecting pronunciation teaching and learning process are given as followed: 3.1 Amount of exposure It is difficult to get an accurate picture of how much exposure to English a person should have, then the learner is surrounded by English and this constant exposure should affect pronunciation skills In our teaching and learning environment, students have little chance to communicate to native speakers So that teachers should create a native–like language environment in their own classes Both teachers and students have to communicate to each other in English In addition, teachers had better provide students with more listening exercises especially listen to conversations and practice them 3.2 Attitudes and motivation The learner's attitude and motivation towards the language they are learning or going to learn also affects the process of learning pronunciation Their positive attitudes and motivation will help students a lot in learning this language, including learning its pronunciation So that teachers should help students aware of the importance of learning pronunciation What is more, teachers need to make the pronunciation lessons more comfortable and interesting by using different techniques such as reading, listening, playing games 3.3 The time for each lesson The time for each pronunciation in English 11 is fixed; we can not lengthen it So that teachers should be wise to carefully consider which amount of knowledge should be focused and which techniques should be used to save time Choosing suitable techniques to make the lessons both interesting and effective is not easy It depends on each teacher, his students and the number of students in each class 3.4 Techniques for practice stage There are many techniques for students to practice pronunciation Each technique has its own advantages It depends on which pronunciation component students are practicing However, some following techniques are liked most by the students: 3.4.1 Listen and repeat conversation: This technique is very useful for students That brings English into the real context for the students to practice From that students will find it easier to use the knowledge in communicating However, to find out suitable conversations for each lesson is not easy for the teachers Teachers need to use many sources of reference (See appendix) 3.4.2 Odd one out: This is the only kind of exercise that exists in the written test So it is very useful for students at high school It can help them get accustomed to doing multiple choice exercises to have better result in the exam This technique can be applied to every unit, especially for unit to unit because this kind of exercise exists in the written test to university (See appendix) 3.4.3 Do the listening exercises: Listening comprehension exercises in course PART 3: CONCLUSION Conclusions of the study To sum up, pronuciation is usually the most complicated and difficult part of learning a foreign language However, with the application of some interesting activities for teaching pronuciation, students find it easier to understand how pronuciation works as well as more interested in learning it through games, pairs work and dialogue drilling One of the most effective results is that students feel more confident to pronounce the words because they have chance to practise through games Therefore, they are more confident to speak english Pronunciation is not a big problems for learners any more Limitations of the study Although the study has obtained its objectives, like many other studies, there are some limitations From the scope of the study, the results of the study are only applied for grade 11 students at Ha Huy Tap Upper Secondary School The study only focuses on finding the difficulties and the causes in the pronunciation teaching and learning process at Ha Huy Tap Upper Secondary School Only some techniques for practice stage are suggested for teachers and students at Ha Huy Tap Upper Secondary School In addition, ability of the students, the differences between English and Vietnamese are also the causes of difficulties Which sounds are the most difficult to the Vietnamese and how to overcome it have not been mentioned in this thesis What is more, the findings of the thesis and suggested techniques are only based on the opinions of the teachers and students Suggestions for further study On the basis of the findings and limitation of the study, the following recommendations are made for further research: First, the subjects of the study were 100 grade 11 students and 10 teachers at Ha Huy Tap Upper Secondary School so the results cannot apply for all the students at Ha Huy Tap Upper Secondary School It would be interesting to conduct a similar study on the teachers and students from other schools Second, this study focuses on the analysis of the difficulties and the causes in teaching and learning pronunciation in English 11and some techniques in general So more techniques for each pronunciation component should be studied to find out the best way to teach and learn pronunciation in English 11 Third, actual speech of students should be recorded and analyzed to find out which sounds in English that not exist in Vietnamese cause the most difficulties to the students and suggestions should be given Fourth, the suggested techniques are based on questionnaires and interview So experiment research should be carried out to check students’ improvement 27 REFERENCES Avery, P and Ehrlich, S (1992) Teaching American English Pronunciation Oxford: Oxford University Press Bowen, T., and Marks J (1992) The Pronunciation Book: student-Centred Activities for Pronunciation Work Harlow: Longman Bowler, B (2008) Timesaver pronunciation activities Mary Glasgow Magazines Cruttenden, A (2001) Gimson’s Pronunciation of English London: Arnold Dalton, C., and Seidlhofer, B (1994) Pronunciation Oxford: Oxford University Press Dalton, D.F (1997) Some Techniques for Teaching Pronunciation The Internet TESL Journal, Vol III, No 1, January 1997 Grant, L., (1993) Advanced English Pronunciation Heinle: Heinle Hancock, M (1995) Pronunciation Games Cambridge: Cambridge University Press Hewings, M (2004) Pronunciation Practice Activities New York: Cambridge University Press 10.Hinst and Cristo (1998) The Pronunciation Component in Teaching English to Speakers of Other Languages 11 Kelly, G (2000) How to teach Pronunciation Harlow: Pearson 12 Kenworthy, J (1987) Teaching English Pronunciation London: Long man House 13 Larsen, D (2000) Techniques and Principles in Language Teaching Oxford: Oxford University Press 14.McNeil, D (1987) Some characteristic aspects of Vietnamese English pronunciation' and “Teaching pronunciation to Vietnamese students” A Program Support Group Research 15.Mortimer, C (1985) Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students Cambridge: Cambridge University Press 16.Nunan, D (2004) Listen in book 2nd edition HoChi Minh city: HoChiMinh city 17.O’Connor, J.D (1967) Better English Pronunciation Cambridge: Cambridge University Press 18.O’Connor, J.D (1989) Sounds English London: Longman 28 19.Pennington, M (1996) Phonology in English Language Teaching: An international Approach Harlow: Pearson 20.Tam, Ha Cam (2005) Common Pronunciation problems of Vietnamese learners of English Journal of Science Foreign Languages, T.XX1, No.1, 2005, p 35-46 21.Ur, Penny (1996) A course in language teaching: practice and theory New York: Cambridge University Press Vienamese Giap, Nguyen Thien (1997) Dan Luan Ngon Ngu Hoc Nha xuat ban giao duc Thuat, Doan Thien (2003) Ngu am Tieng Viet Nha xuat ban giao duc 29 APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu “Khó khăn dạy học Ngữ âm tiết dạy Language Focus – Sách giáo khoa (SGK) Tiếng Anh 11 số giải pháp” Các câu trả lời hữu ích em sử dụng cho việc nghiên cứu, khơng mục đích khác Theo bạn ngữ âm đóng vai trị quan trọng việc học tiếng Anh? a, Rất quan trọng b, Quan trọng c, Bình thường d, Khơng quan trọng e, Khơng quan trọng Mục đích học ngữ âm bạn gì? (Hơn lựa chọn) a, Để giao tiếp tốt b, Để biết kiến thức ngôn ngữ Tiếng Anh c, Để đạt kết cao kì thi d, Để phân biêt khác Tiếng Anh Tiếng Việt e, Mục đích khác……………………… Bạn thấy học ngữ âm nào? a, Rất thú vị b, Thú vị c, Bình thường d, Khơng thú vị e, Không thú vị Bạn thấy mức độ khó học ngữ âm phụ âm SGK lớp 11 nào? a, Rất khó b, Khó c, Bình thường d, Khơng khó e, Khơng khó 30 Bạn thấy học ngữ âm thơng qua trị chơi, luyện tập thực hành từ câu ? a Rất thú vị b Thú vị c Bình thường d Khơng thú vị e Không thú vị Bạn thấy học ngữ âm khó ngun nhân sau: Stt Các nguyên nhân Một số thành tố ngữ âm Tiếng Anh khơng có Tiếng Việt Ảnh hưởng cách phát âm Tiếng Việt Càng nhiều tuổi học ngữ âm khó Ít có hội giao tiếp với người xứ Khả phát âm bạn Bạn khơng thích học Bạn thấy học ngữ âm không cần thiết Những nguyên nhân khác (Hãy ghi cụ thể) Rất đồng ý Đồng ý Bình thường Khơng đồng ý Khơng đồng ý Bạn thấy học ngữ âm SGK 11 khó ngun nhân sau: 31 Stt Các nguyên nhân Thời gian lớp cho luyện tập Bài tập thực hành đơn điệu Các quy luật nhiều khó nhớ Ít tài liệu tham khảo Lớp học q đơng Khơng có phòng học tiếng riêng Các hoạt động giảng dạy giáo viên chưa hấp dẫn Các nguyên nhân khác (Hãy ghi cụ thể) Rất đồng ý Đồng ý Bình thường Khơng đồng ý Khơng đồng ý Giáo viên sử dụng thủ thuật giai đoạn giới thiệu thành tố ngữ âm? Mức độ giáo viên sử dụng thủ thuật nào? Các thủ thuật St t Liệt kê quy tắc Sử dung hội thoại Dùng trò chơi Dùng hát, thơ Sử dụng tình Sử dụng giáo cụ trực quan Các thủ thuật khác (Hãy ghi cụ thể) Luôn Thường xuyên Thỉnh thoảng Hiếm Chưa Giáo viên sử dụng thủ thuật giai đoạn thực hành ngữ 32 âm? Mức độ giáo viên sử dụng thủ thuật nào? Các thủ thuật Stt Nghe nhắc lại từ Nghe nhắc lại cụm từ Nghe nhắc lại câu Nghe đóng vai đoạn hội thoại Đọc loạt từ, cụm từ, câu có cấu trúc ngữ âm (Ví dụ từ -ed có cách phát âm…) Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu lại Sắp xếp thành nhóm từ, cụm từ câu có cấu trúc ngữ âm Viết phiên âm từ, cụm từ, câu đoạn hội thoại Làm tập nghe Luôn Thườn g xuyên Thỉnh thoản g Hiếm Chưa 10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác (Hãy ghi cụ thể) 10 Giáo viên sử dụng thủ thuật giai đoạn vận dụng ngữ âm? Mức độ giáo viên sử dụng thủ thuật nào? Các thủ thuật St t Đặt câu Đóng vai hội thoại Phỏng vấn theo chủ đề cá nhân Luôn Thườn g xuyên Thỉnh thoản g Hiếm Chưa 33 Chơi trò chơi Các thủ thuật khác (Hãy ghi cụ thể) 11.Bạn thích giáo viên sử dụng thủ thuật ứng với giai đoạn? Stt Các thủ thuật Rất thích Thích Bình thườn g Khơng thích Khơn g thích Giai đoạn giói thiệu Liệt kê quy tắc Sử dung hội thoại Dùng trò chơi Dùng hát, thơ Sử dụng tình Sử dụng giáo cụ trực quan Các thủ thuật khác Giai đoạn thực hành Nghe nhắc lại từ Nghe nhắc lại cụm từ Nghe nhắc lại câu Nghe đóng vai đoạn hội thoại Đọc loạt từ, cụm từ, câu có cấu trúc ngữ âm (Ví dụ từ -ed có cách phát âm ) Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu cịn lại Sắp xếp thành nhóm từ, cụm từ câu có cấu trúc ngữ âm Viết phiên âm từ, cụm từ, 34 câu đoạn hội thoại Làm tập nghe 10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác Giai đoạn vận dụng Đặt câu Đóng vai hội thoại Phỏng vấn theo chủ đề cá nhân Chơi trò chơi Các thủ thuật khác - Thank you very much – 35 APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS This survey questionnaire is designed for teachers who have taught “English 11” for my study on “Difficulties in teaching and learning Pronunciation in Language Focus periods – English 11 and some solutions” I would appreciate your support in completing all the following questions What you think of the role of Pronunciation in learning English? a, Very important b, Important c, Neutral d, Not very important e, Not important What is your purpose of teaching Pronunciation? (more than one choice) a, To help students to communicate better b, To provide students with the knowledge about English language c, To help students to get better results in the exam d, To help students distinguish the differences between English and Vietnamese e, Others:……………………… How you find teaching pronunciation? a, Very interesting b, Interesting c, Neutral d, Not very interesting e, Not interesting How difficult you find Pronunciation in English 11? a, Very difficult b, Difficult c, Neutral d, Not very difficult e, Not difficult You find Pronunciation difficult because of some following reasons: 36 Causes The differences between Vietnamese and English Pronunciation The influence of Vietnamese Age factors Amount of exposure Phonetic ability Attitudes and identity Motivation and concern for good pronunciation Others: (Please specify) Strongly agree Agree Neutral Not strongly agree Not agree You find Pronunciation lessons in English 11 difficult because of some following reasons: Causes The time for each lesson is too short Practice lessons are boring and monotonous There are too many relative rules and they are difficult to remember There are so few reference books The class is too crowded There is no lab for foreign language class Strongly agree Agree Neutral Not strongly agree Not agree 37 Teaching techniques are not attractive enough Others: (Please specify) In Pronunciation lessons, which techniques you use in the presentation stage? How often you use these techniques in the presentation stage? Techniques/ Frequency List of relative rules Use conversation Use games Use songs or poems Use real situation Use visual aid Others: (Please specify) Always Usuall y Sometime s Seldom Never In Pronunciation lessons, which techniques you use in the practice stage? How often you use these techniques in the practice stage? Techniques/ Frequency Listen and repeat individual words Listen and repeat phrases Listen and repeat sentences Listen and repeat conversation Odd one out Imitate a series of words, phrases or sentences Always Usuall y Sometime s Seldom Never 38 which have the same pronunciation pattern Group words, phrases or sentences Transcribe phonetically words, phrases, sentence or conversation Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify) In Pronunciation lessons, which techniques you use in the production stage? How often you use these techniques in the production stage? Techniques/ Frequency Make sentences Make conversation Play games Interview about personal activities Others: (Please specify) Always Usuall y Sometime s Seldom Never 10 How you like to use these techniques for each stage of teaching pronunciation? Techniques Like very much Like Neutra Not like l very much Not like at all Presentation stage List of relative rules Use conversation 39 Use games Use songs or poems Use real situation Use visual for situation Others: (Please specify) Practice stage Listen and repeat individual words Listen and repeat phrases Listen and repeat sentences Listen and repeat conversation Odd one out Imitate a series of words, phrases or sentences which have the same pronunciation pattern Group words, phrases or sentences Transcribe phonetically words, phrases, sentence or conversation Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify Production stage Make sentences Make conversation Play games Interview about personal activities Others: (Please specify) -Thank you very much – 40 APPENDIX CLASSROOM OBSERVATION SHEET Date: Class: Stage/ time Procedures Teachers’ work Techniques Students’ work 41 ... improving pronunciation teaching and learning in ? ?Language focus periods – English 11? ?? at Ha Huy Tap Upper Secondary School There are many causes of difficulties in teaching and learning pronunciation, ... taught ? ?English 11? ?? for my study on ? ?Difficulties in teaching and learning Pronunciation in Language Focus periods – English 11 and some solutions? ?? I would appreciate your support in completing all... This study mainly focused on the difficulties in teaching and learning pronunciation in Language Focus periods – English 11 and solutions to help them overcome these difficulties In order to achieve