The reality of teaching and learning pronunciaton at quynh coi high school in thai binh

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** HOÀNG THỊ DUYÊN THE REALITY OF TEACHING AND LEARNING PRONUNCIATION AT QUYNH COI HIGH SCHOOL IN THAI BINH: PROBLEMS AND SOLUTIONS (Thực trạng dậy học ngữ âm trường PTTH Quỳnh Côi, Thái Bình: vấn đề giải pháp) M.A Minor Programme Thesis Field: English Methodology Code: 601410 Supervisor: TỪ THỊ MINH THÚY M.Ed Hanoi, December 2010 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study 1.6 Significance of the study 1.7 Design of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Pronunciation concepts 2.2 Features of pronunciation 2.3 Teaching pronunciation 2.3.1 The importance of teaching/ learning pronunciation and a “paradox” 2.3.1.1 The importance of teaching and learning pronunciation 2.3.1.2 A “paradox” 2.3.2 Teachers’ roles in teaching pronunciation 2.3.3 Approaches, techniques and activities in teaching pronunciation 10 2.3.3.1 Approaches in teaching pronunciation 10 2.3.3.2 Techniques and activities 10 2.4 Learning pronunciation 12 2.4.1 Factors affecting learning pronunciation 12 2.4.2 Students’ roles in learning pronunciation 13 2.5 Teachers’ and students’ problems in teaching and learning pronunciation 13 CHAPTER THREE: METHODOLOGY 3.1 Description of the setting 16 16 3.1.1 Description of the school 16 3.1.2 Description of the course 16 3.2 Subjects 16 v 3.3 Research methods 17 3.4 Data collection procedures 18 CHAPTER FOUR: PRESENTATION OF THE DATA 4.1 Survey questionnaires 20 20 4.1.1 Teachers’ and students’ attitudes towards teaching and learning pronunciation 20 4.1.2 Students’ pronunciation level 20 4.1.3 Pronunciation teaching and learning time 21 4.1.4 Teachers and students’ problems in teaching and learning pronunciation 22 4.1.5 Teachers’ and students’ problems in teaching and learning intonation and stress 23 4.1.6 Classroom approaches, techniques and activities used by teachers 24 4.1.7 Students’ expectations and teachers’ recommendations to teaching and learning pronunciation 4.2 Classroom observations 4.2.1 Teaching, learning materials and curriculum 25 26 26 4.2.2 Students’ activities and their mistakes in producing stress and intonation 27 4.2.3 Teachers’ approaches and techniques used in teaching pronunciation 27 4.3 Interviews and discussions CHAPTER FIVE: ANALYSIS AND DISCUSSION OF THE DATA 29 31 Research question 1: What is the present situation of teaching and learning pronunciation at QC high school? 31 Research question two: What are teachers’ and students’ problems in teaching and learning pronunciation? 32 Research question 3: What teaching techniques can be used to improve teaching pronunciation for students at QCHS? CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS 34 38 6.1 Conclusions 38 6.2 Recommendations for further studies 38 REREFENCES 40 APPENDICES 42 Appendix 1: Survey questionnaire for teachers 42 vi Appendix 2: Survey questionnaire for students 44 Appendix 3: Classroom observation sheet 46 Appendix 4: Interview questions and transcription 47 CHAPTER ONE: INTRODUCTION 1.1 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 at all levels And the highest target is to get well in communication If one wants to get successful in communication, he must be good at pronunciation: “a threshold level of pronunciation in English such that if a given non-native speaker's pronunciation falls below this level, he or she will not be able to communicate orally no matter how good his or her control of English grammar and vocabulary might be” (Celce-Murcia, 1987:5) In the field of language teaching, the role of pronunciation has varied widely from having virtually no role in the grammar-translation method to being the central focus in the audio-lingual method where emphasis is on the traditional notions of pronunciation, minimal pairs, drills and short conversations The growing emphasis on communicative approaches for the teaching of English has placed higher demands for correct pronunciation Despite this fact, at the upper-secondary school level in Vietnam, in language teaching and learning, compared with vocabulary, grammar and language skills, pronunciation has so far been paid less attention to In the official textbooks used for teaching English at high school level, there are a few exercises for pronunciation practice To make the matter worse, 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 And that is the reason why the effectiveness of teaching pronunciation still remains one of the most widely problematic subjects in the field of language teaching Coping with this pressing fact, as a language teacher teaching English at Quynh Coi high school (QCHS), the author always thinks of some burning questions: in language teaching and learning, what is the present situation of teaching and learning pronunciation at high school level in QCHS? What are the problems teachers and students face in teaching and learning pronunciation? 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? The answers to these questions will help language teachers improve their students’ pronunciation as well as help them make progress in effective communication For the above reasons, the author decides to carry out the study entitled: “The reality of teaching and learning pronunciation at Quynh Coi high school: problems and solutions” 1.2 Aims of the study The main purpose of this study is to discover the reality of teaching and learning pronunciation at Quynh Coi high school, especially to find out problems that teachers and students often have in pronunciation lessons The writer also hopes to make some feasible solutions that can help the English teachers overcome those problems and improve students’ pronunciation 1.3 Research questions The above aims of the study can be realized by answering the following research questions: (1) What is the present situation of teaching and learning pronunciation at QCHS? (2) Which problems the teachers and students at QCHS face in pronunciation lessons? (3) What teaching techniques can be used to improve teaching pronunciation for students at QCHS? 1.4 Scope of the study As a case study, this study focuses on the reality of teaching and learning two aspects of English pronunciation: stress and intonation for the 12th form students at Quynh Coi high school The subjects of the study are 12th form students those are familiar with learning pronunciation for two years at high school Moreover, stress and intonation are two major aspects of pronunciation introduced in the official textbook used by the 12th form students Other characteristics of English pronunciation would not be deeply investigated in this research 1.5 Methods of the study In order to fulfill the tasks mentioned above, both qualitative and quantitative methods are selected for this case study, involving the following instruments: survey questionnaires, classroom observations and interviews Firstly, the survey questionnaires were delivered to both teachers and students to investigate the reality of teaching and learning pronunciation at QCHS Then, some classroom observations and interviews with some English teachers have been also conducted to get supplementary information Finally, the results obtained from questionnaires, observations and interviews have been discussed and analyzed to with a hope for providing language teacher with some feasible teaching techniques to work successfully with their students 1.6 Significance of the study This study hopes to make contribution to teaching pronunciation at high school level in Vietnam and the result of the study is considered to be useful for teachers and students at school Thus, this study will be an interesting reference material for any high school language teachers in Vietnam, especially for those who are in favor of improving their students' pronunciation This research will help teachers and students identify their problems in teaching and learning pronunciation and self- improve their pronunciation 1.7 Design of the study This thesis consists of six main chapters: Chapter one is the INTRODUCTION including the rationales, the aims, the scope, the research questions, the methods, the significance and the design of the research It expresses the reason why the author decided to choose this study and the methods for the fulfillment of the study Chapter two is the LITERATURE REVIEW It starts with theoretical issues on pronunciation concepts, features of pronunciation, importance, problems, approaches, techniques and activities, as well as teachers’ roles in teaching pronunciation It also covers such factors in learning pronunciation as students’ motivation, other subjective and objective factors, and students’ roles Problems in teaching and learning pronunciation are in the last part of the LITERATURE REVIEW Chapter three is the METHODOLOGY Chapter three starts with the description of the setting and the participants It also presents how data was collected through the research methods and research procedures Chapter four is the PRESENTATION OF THE DATA, in which the outcomes of the collected data are presented A summary of the results and a general narrative description is also provided Chapter five is the ANALYSIS AND DISCUSSION OF THE DATA In this chapter, collected data is analysed and findings is explained Chapter six is the CONCLUSIONS AND RECOMMENDATIONS This chapter shows what the author learnt from the study It also includes some recommendations for other teachers and for further study CHAPTER TWO: LITERATURE REVIEW 2.1 Pronunciation concepts The notion of pronunciation has been defined in many different ways by writers Generally speaking, pronunciation is simply defined as “the way in which a word is spoken” (Oxford Advanced Learner’s Encyclopedic, 1992) or “the way in which a word is usually pronounced” (Longman dictionary of contemporary English, 1978) In the book “Pronunciation” published in 1994, Christiane Dalton and Barbara Seidlhofer (1994:3) consider pronunciation “as the production of significant sound” They look at the word in two senses First, it is used as part of a code of a particular language That is the reason why English sounds are distinguished from sounds of other languages In this sense, pronunciation can be told as the production and reception of sounds of speech Second, sound is used to achieve meaning in contexts of use Here the code combines with other factors to make communication possible In this sense pronunciation is referred with reference to acts of speaking In the scope of this study, the concept of pronunciation can be described as “a way of speaking a word, especially a way that is accepted or generally understood” (American Heritage Dictionary, 1992) or “may be said to conclude the sounds of the language or phonology; stress and rhythm; intonation; combination sounds; linkage of sound” (Ur, 1996) 2.2 Features of pronunciation Gerald Kelly (2000) points out main features of pronunciation including phonemes and suprasegmental features, in which consonants and vowels belong to phonemes, intonation and stress are two main parts of suprasegmental Phonemes are units of sound, they are known as segments Suprasegmental features are features of speech which apply to groups of segments, or phonemes The features which are important in English are stress, intonation, and how sounds change in connected speech The following diagram shows a breakdown of the main features of pronunciation: Phonemes Suprasegmental features Consonants Voiced Vowels Intonation Single vowels Unvoiced Short Diphthongs Stress Word stress Sentence stress Long Features of pronunciation (Kelly, 2000:1) As seen from the diagram, pronunciation is a broad subject with the boundaries of various items such as consonants, vowels, stress, and intonation This study is intended to focus on two major features of pronunciation: intonation and stress are deeply investigated According to Quirk R and Greenbaun S (1973:450), stress is the prominence with one part of a word or of a longer utterance is distinguished from other parts This can be understood like this: when an English word consists of more than one syllable, one of these syllables is made to stand out more than the others This is done by saying the syllable louder For instance, in such words as “English”, “teacher”, and “student” the first syllables are stressed Intonation is an important part that most teachers have to deal with when teaching connected speech, it refers to the way the voice “goes up and down in pitch” (Kelly, 2000: 86) when we are speaking It plays a vital role in helping people express their opinions, and understanding thought of others In short, the word “pronunciation” is like a big umbrella covering various sub-items as consonants, vowels, intonations, stress, etc With such big boundaries of items, language teachers and learners have to think of how to master these key aspects, especially stress and intonation, to be successful in teaching and learning pronunciation 2.3 Teaching pronunciation 2.3.1 The importance of teaching/ learning pronunciation and a “paradox” 2.3.1.1 The importance of teaching and learning pronunciation 36 gives both teachers and students “a way of accurately recording to the pronunciations of words or utterances” (Kelly, 2000)  Drilling: According to Gerald Kelly, one of the main ways in which pronunciation is practiced in the classroom is through drilling In its most basic form, drilling simply involves the teacher saying a word or a structure, and getting class to repeat it However, the teachers when using this technique should try pronounce correctly as much as possible, and they ensure that all the students can hear what said Drilling aims to help students achieve better pronunciation of language items, and to help them remember new items The main role of teachers in drilling is that of providing a model of the word, phrase or structure for students to copy Drilling is the best done before students see the written form of the language  Listen and imitate The pronunciation of the target language is provided by the teacher or tape recorders, language labs, etc Students are to listen to a sequence of sounds or sentences and repeat it  Reading aloud/recitation Students are provided with a passage or scripts and then read aloud, focusing on stress, timing and intonation This activity is often done with texts such as poems, rhymes, song lyrics, etc The above three different techniques can be combined in the following example in purpose of introducing the three – syllable words to students Lesson type: practice Material: task sheet 37 Activities: First, teacher explains to students what they need to in this exercise And then teacher asks the students to listen to the tape and read after these words in class After that, let students individually practice reading aloud these stressed words basing on the stress indication like this (oo0o) Finally, teachers correct student’s mistakes by drilling techniques Example: Practice reading stress on more than three – syllable words)  Words Stress Words Stress sentimental oo0o satisfactory oo0oo immortality oo0oo identify o0oo information oo0o considerable o0ooo Chaining This can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds The teachers’ duty in chaining is isolating certain parts of the sentence, and then modeling them separately for students to repeat, and gradually building the sentence up until it is completed The sentence can be drilled and built up from the end (back chain) or from the start (front chain) For example, in the sentence: “have you been to Paris?” teacher can use back chain to teach help get familiar with the rising tone in intonation When each part of the sentence is modeled by the teachers, the students repeat Paris? to Paris? been to Paris you been to Paris? Have you been to Paris? 38 CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS 6.1 Conclusions As a matter of fact, pronunciation plays an important role in teaching and studying foreign language However, teaching and learning pronunciation does not receive the appropriate attention and the expected results Therefore, it is an essential need for teachers teaching English a foreign language to find out feasible solutions in improving the reality of teaching and learning pronunciation The analysis of the problems that teachers and students meet in teaching and learning pronunciation is very useful This study convinces the author that teaching and learning pronunciation is an ongoing process which requires all the efforts of both teachers and students Language teachers should spend more time teaching pronunciation and correcting their students’ pronunciation mistakes With the help of concerned and responsible teachers, students will have more motivation and positive attitude towards learning pronunciation, and consequently, they will be more successful in language learning and in real communicative situations Although the study has done and completed its first aims, there could not avoid some limitations Firstly, techniques used in teaching and learning pronunciation involve various ideas However, within the limited teaching experience of the author, the suggested recommendations are likely to be subjective and incomplete, leaving the issue open for debate The author hopes that the later studies could deal with the topic deeper and more effective Secondly, due to the time constraint and the limited knowledge of the writer, beside the teaching techniques, the study could not deal with all the solutions for improving teaching and learning pronunciation such as teaching time, textbooks and students’ attitude, etc These call for the later studies 6.2 Recommendations for further studies On the basis of the findings and limitations of the study, the following recommendations are made for further research: First, the subjects of the study were 10 teachers and 55 12th-grade students at QCHS so the results would not be applied in all high schools It would be interesting to conduct a similar study on teachers and students from other schools 39 Second, this study focuses on the analysis of the problems and solutions in teaching and learning stress and intonation only More techniques for each pronunciation component such as, minimal pair drills, contextualized minimal pair and tongue twisters in teaching vowels and consonants should be studied to find out the best way to teach and learn English pronunciation Third, among techniques applied in teaching stress and intonation, the study only comment to techniques received highly recommendation from teachers and students at the survey questionnaires and the interviews Other techniques such as: visual aids, recording students’ pronunciation or practice of vowel shifts and stress shifts related by affixation should be studied to find out the best techniques in teaching and learning pronunciation Fourth, the suggested techniques are based on the results selected from the questionnaires and interviews So experiment research should be carried out to check students’ pronunciation improvement 40 REFERENCES American Heritage Dictionary (1992) New York Arthea J.S Reed and Verna E B (2004) A Guide to Observation, Participation, and Reflection in the Classroom The McGraw Hill companies Avery, P and Ehrlich, S (1992) Teaching American English Pronunciation Oxford: Oxford University Press Bowen, T., and Marks J (1992) The Pronunciation Book: student-Centered Activities for Pronunciation Work Harlow: Longman Canh, Le Van (2003) Understanding Foreign Language Teaching Methodology Hanoi, Vietnamese National University Press Celce – Murcia, M et al., (1996) Teaching Pronunciation New York 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 Doff, A (1998) Teach English: a training course for teachers Cambridge 10 Grant, L., (1993) Advanced English Pronunciation Heinle 11 Grillham, B (2000) The Research Interview Continuum London and New York 12 Hancock, M (1995) Pronunciation Games Cambridge: Cambridge University Press 13 Hewings, M (2004) Pronunciation Practice Activities New York: Cambridge University Press 14 Hoang, Văn Vân (2006) Introducing Discourse Analysis H 15 Kelly, G (2000) How to teach Pronunciation Harlow: Pearson 16 Kenworthy, J (1987) Teaching English Pronunciation London: Long man House 17 Larsen, D (2000) Techniques and Principles in Language Teaching Oxford: 41 Oxford University Press 18 Lê, Hùng Tiến (2006) Course packet of “Research Methods” Part II, approaches to research ĐHNN-ĐHQGHN 19 Longman dictionary of contemporary English (1978) Longman 20 Mackey, A and Grass, S M (2005) Second Language Research: Methodology and Design London: I,AWRENCE ERLBAUM ASSOCIATES, PUBLISHER 21 Mortimer, C (1985) Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students Cambridge: Cambridge University Press 22 Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press 23 O’Connor, J.D (1967) Better English Pronunciation Cambridge: Cambridge University Press 24 O’Connor, J.D (1989) Sounds English London: Longman 25 Oxford advanced Learner’s Encyclopedic (1992) Oxford Newjork 26 Pennington, M (1996) Phonology in English Language Teaching: an international Approach Harlow: Pearson 27 Quirk, R and Greenbaun, S (1973) A University Grammar of English Longman 28 Roach, P (1998) English Phonetics and Phonology H 29 Underhill, A (1994) Sound Foundations: Learning and teaching pronunciation Macmillan Publishers Ltd 30 Ur, Penny (1996) A course in language teaching: practice and theory New York: Cambridge University Press 31 Wajnryb Ruth (1992) Classroom Observation Tasks Cambridge: Cambridge University Press 42 APPENDIX SURVEY QUESTIONNAIRE (for teachers) This survey questionnaire is designed for the research “the reality of teaching and learning English pronunciation at Quynh Coi high school: problems and solutions” Your co-operation with the survey will be great importance You can be sure that the collected data from your help will be used for the purpose of research only Survey conductor: Hoang Thi Duyen K17A – Post Graduate Department University of Languages and International Studies Vietnam National University, Hanoi Please tick where appropriate or write in brief where necessary (You can choose more than one answer to some questions) Which of these following aspects in English you think the most necessary for your students? a grammar b vocabulary c pronunciation d skills Specify the level of your students’ pronunciation level: a excellent b good c above average d average e under average Which elements of pronunciation below you find most difficult to teach? a consonants b stress c vowels d intonation Do you meet any problems in teaching English stress and intonation? If yes, what cause(s) your problems? a Nature of pronunciation b Class setting c Students’ motivation d Students’ competence e Teaching and learning time f Your own problems (please specify)……………………………………… What you to overcome your problems and help your students overcome their problems? 43 a Using different teaching approaches, techniques and classroom activities b Using authentic materials c Carrying out on-going assessments d Ignoring teaching and learning pronunciation f Your own ways (please specify)…………………………………………… Do you have enough time to teach pronunciation as you want? How often you teach pronunciation a week? a Less than 20 minutes b From 20 minutes to 45 minutes c More than 45 minutes d No time on pronunciation Do you think that we should teach pronunciation at high school? (yes/no), what should we to improve students’ pronunciation? a Increasing teaching and learning time b Contacting various teaching approaches, techniques and activities c Teaching pronunciation strategically d Using authentic materials e Increasing teachers’ roles f Carrying out on-going assessment g Your own ideas (please specify)……………………………………………… In the following techniques and activities, what you think possible and effective to improve students’ pronunciation? a Listen and imitate b Drilling c Reading aloud d Phonetic training e Chaining f Visual aids g Recording students’ production h Your suggestions (pleas specify………………………………………………) Thank you very much for your co-operation! 44 APPENDIX SURVEY QUESIONNAIRE (for students) Phiếu điều tra thiết kế nhằm tìm hiểu nhu cầu, thái độ, khó khăn học sinh việc học phát âm tiếng anh từ tìm giải pháp tốt giúp em nâng cao khả phát âm Vì hợp tác em đóng vai trị quan trọng thành cơng đề tài Rất mong nhận hợp tác em Xin chân thành cảm ơn Để hoàn thành phiếu điều tra này, em khoanh tròn trả lời đáp án mà em cho thích hợp nhất.(các em chọn nhiều đáp án) Em học tiếng Anh rồi? Theo em, phần sau quan học tiếng Anh? a Ngữ pháp b Từ vựng c Phát âm d Phát triển kỹ Em thấy học phát âm có khó khơng? Em thấy khó phần nào? a Phụ âm b Nguyên âm c Trọng âm d Ngữ điệu Khi học trọng âm, em thấy khó chỗ nào? a Không biết nhấn trọng âm vào chỗ b Biết vị trí nhấn trọng âm khơng phát âm c Em không hiểu chút trọng âm d Khó khăn riêng em gì? ……………………… Em có hiểu nhịp điệu ngữ điệu khơng? a Có, hiểu kỹ 45 b Có, hiểu chút c Khơng hiểu chút Điều gây khó khăn cho em học phát âm? a Em khơng có khả phát âm tốt b Hệ thống phát âm khó phức tạp, có nhiều âm, quy luật không giống tiếng việt: phụ âm, ngun âm, trọng âm… c Em khơng thích học phát âm d Thời gian học thực hành e Lớp học q rộng, khơng có đủ phương tiện để học, không nghe giáo viên phát âm… f Khó khăn riêng em gì? Một tuần em học phát âm thời gian? a Dưới 20 phút b Từ 20 phút đến 45 phút c Nhiều 45 phút d Khơng có thời gian riêng dành cho học phát âm Em có nguyện vọng học phát âm? a Học thường xuyên tất tiết học tiếng Anh b Kết hợp nhiều kỹ năng, hoạt động cho phong phú d Có phần riêng dành riêng cho học phát âm e Tăng cường vai trò giáo viên f Sử dụng tài liệu học hấp dẫn g Tiến hành phương pháp đánh giá, kiểm tra chất lượng học 46 APPENDIX CLASSROOM OBSERVATION SHEET Name of observer: Hoang Thi Duyen Date and time of observation: … September, 2010 Grade level: 12th grade, Length of observation: 45’ Objective of observation: to find out teaching and learning materials, students’ activities/mistakes and teachers’ teaching techniques in teaching and learning stress and intonation Name of lesson: Unit… / (reading, speaking, grammar, listening or language focus)) Method: note-taking Warm-up Teaching and learning materials Students’ activities Students’ mistakes/ errors in stress and intonation Teachers’ teaching techniques, approaches and activities Developing Closing 47 APPENDIX INTERVIEW QUESTIONS AND TRANSRIPTION Interview questions: 1) Sau nghiên cứu câu hỏi điều tra quan sát lớp học, tơi thấy tình hình học phát âm, đặc biệt trọng âm ngữ điệu tồn đọng nhiều vấn đề Các bạn nghĩ điều này? 2) Vậy nguyên nhân thực trạng gì? 3) Các bạn thường làm để phần khắc phục tình trạng cải thiện hiệu học tập? Interview transcription Interviewer (I): Sau nghiên cứu câu hỏi điều tra quan sát lớp học, tơi thấy tình hình học phát âm, đặc biệt trọng âm ngữ điệu trường ta tồn đọng nhiều vấn đề Các bạn nghĩ điều này? Teacher (T1): Đúng vậy, tình hình học phát âm trường ta không khả quan cho (T2): Tất nhiên rồi, em phát âm không chuẩn, mắc nhiều lỗi (T3): Học sinh thường không phân biệt nguyên âm dài nguyên âm ngắn (T4): Lỗi nhẹ nhàng, học sinh không ý tới việc nhấn trọng âm hay thay đổi ngữ điệu câu (T5): Đúng thế, có em ý đến nhấn trọng âm thường không chuẩn (I): Vậy nguyên nhân thực trạng gì? (T1): Có vơ vàn nguyên nhân, chủ yếu em có thời gian để học luyện tập 48 (T2): Bên cạnh chất học phát âm khó, điều làm cho nhiều em học sinh nản chí giáo viên bỏ qua việc dậy ngữ âm (I): Vậy bạn thường làm để phần khắc phục khó khăn trên? (T1): Thường ngữ âm học phần Language Focus vòng đến 10 phút Học sinh thực hành qua hai tập nhỏ dạng nghe nhắc lại (I): Vậy khác sao? (T2): Trong tiết học reading, writing, listening, việc học phát âm không đề cập đến, học sinh phát âm sai từ tơi sửa lại cho em cách đọc mẫu từ cho em nhắc lại (I): Những cách có thu hiệu khơng? (T1): Có chứ, làm em phát âm từ chuẩn mà khơng tốn nhiều thời gian Hơn không cần phải quan tâm đến quy tăc phức tạp (T3): Nhưng điều yêu cầu giáo viên phải phát âm chuẩn làm mẫu cho em (I): Đúng vậy, học sinh nhớ từ, cụm từ học lớp, trường hợp học sinh gặp từ mà khơng hỏi giáo viên làm nào? (T3): Ở lớp tơi, vào đầu khóa học tơi thường cho em quy tắc, cách đọc số phiên âm bản, thế, em sử dụng từ điển để tra cách phát âm (T4): Đúng vậy, cách giúp em đọc chuẩn xác đáng tin cậy (T1): Tuy nhiên cách gặp khó khăn để đọc phiên âm tiếng anh vấn đề, điều yêu cầu việc luyện tập thường xuyên (I): Vậy bạn làm để em nhớ cách đọc phát âm? (T5): Bất gặp từ mới, phiên âm bảng, để em tự đọc từ khó, tơi đọc mẫu trước (I): Rất tốt, cách học sinh lệ thuộc nhiều vào giáo viên, 49 ngồi cách kể trên, bạn có áp dụng phương pháp khơng? Ví dụ, với câu dài đoạn văn sao? (T 2): Trong trường hợp tơi thường đọc to câu, đoạn yêu cầu lớp đọc lại, gọi số em đọc mẫu (I): Với cách trên, thường áp dụng dậy trọng âm tốt, bạn muốn dậy ngữ điệu bạn có làm khơng? (T4): Có (I): Ngồi ra, cá bạn kỹ nảo để dậy ngữ điệu khơng? (T4): Thường chúng tơi dùng phương pháp chaining Đọc lùi từ đằng sau lại câu có ngữ điệu tăng dần, cịn đọc tiến từ đằng trước đến hết câu câu lên giọng đầu câu (T 2): tất nhiên với cách cần phải giải thích cho em số quy tắc lên giọng đầu câu, lên giọng cuối câu… (I): Các bạn có sử dụng tranh ảnh minh họa để dậy phát âm khơng? (T4): Khơng, làm có thời gian mà làm việc (T 2): Thỉnh thoảng tơi có sử dụng hình ảnh minh họa phương tiện phấn bảng thơi (I): Các bạn có nghĩ việc ghi âm giọng em lại, sau em tự kiểm tra lại sản phẩm mà nhận lỗi sai khơng? (T3): Nghe hấp dẫn đấy, khơng khả thi trường tốn thời gian, tiền bạc (I): Nhìn chung có nhiều cách để dậy trọng âm ngữ điệu, cịn tùy thuộc vào nhiêu yếu tố điều kiện học tập, điều kiện, khả học sinh giáo viên Nếu áp dụng tất kỹ tốt Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... ANALYSIS AND DISCUSSION OF THE DATA This case study is into the reality of teaching and learning pronunciation at Quynh Coi high school The author examined the aspects of teaching and learning overview,... successful in teaching and learning pronunciation 2.3 Teaching pronunciation 2.3.1 The importance of teaching/ learning pronunciation and a “paradox” 2.3.1.1 The importance of teaching and learning. .. teaching and learning, what is the present situation of teaching and learning pronunciation at high school level in QCHS? What are the problems teachers and students face in teaching and learning pronunciation?