Preview

Reality of Teaching and Learning Pronunciation at Quynh Coi High School: Problems and Solutions

Powerful Essays
Open Document
Open Document
13190 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Reality of Teaching and Learning Pronunciation at Quynh Coi High School: Problems and Solutions
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



References: 1. Arthea J.S. Reed and Verna E. B (2004). A Guide to Observation, Participation, and Reflection in the Classroom. The McGraw Hill companies. 2. Avery, P. and Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford: Oxford University Press. 3. Bowen, T., and Marks. J. (1992). The Pronunciation Book: student-Centered Activities for Pronunciation Work. Harlow: Longman 4. Canh, Le Van 5. Dalton, C., and Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press 6. Dalton, D.F 7. Grant, L., (1993). Advanced English Pronunciation. Heinle: Heinle 8. Grillham, B 9. Hancock, M. (1995). Pronunciation Games. Cambridge: Cambridge University Press. 10. Hewings, M. (2004). Pronunciation Practice Activities. New York: Cambridge University Press 11. Kelly, G 12. Kenworthy, J. (1987). Teaching English Pronunciation. London: Long man House 13. Larsen, D 14. Mackey, A. and Grass, S M. (2005). Second Language Research: Methodology and Design. London: I,AWRENCE ERLBAUM ASSOCIATES, PUBLISHER 15. Mortimer, C 16. Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press. 17. O’Connor, J.D. (1967). Better English Pronunciation. Cambridge: Cambridge University Press. 18. O’Connor, J.D. (1989). Sounds English. London: Longman 19. Pennington, M 20. Roach, P. (1998). English Phonetics and Phonology. Nhà Xuất Bản Trẻ. 21. Underhill, A. (1994). Sound Foundations: Learning and teaching pronunciation. Macmillan Publishers Ltd. 22. Ur, Penny. (1996). A course in language teaching: practice and theory. New York: Cambridge University Press. 23. Wajnryb. Ruth (1992). Classroom Observation Tasks. Cambridge: Cambridge University Press.

You May Also Find These Documents Helpful

  • Powerful Essays

    The purpose of this paper is to discuss several strategies and techniques to help teach phonics and promote phonemic awareness. The importance of phonics and phonemic awareness in learning to read will be discussed as well as assessments, differentiated instruction, and any assessments. Finally this paper will discuss the actions a teacher could take when a student is not demonstrating progress.…

    • 1598 Words
    • 7 Pages
    Powerful Essays
  • Powerful Essays

    Phonologica Awareness

    • 1643 Words
    • 7 Pages

    References: Chard, J.D., Dickson, V.S. (1999). Phonological awareness: instructional and assessment guidelines. 34(5), Retrieved from http://www.ldonline.org/article/6254…

    • 1643 Words
    • 7 Pages
    Powerful Essays
  • Good Essays

    DTTLS Assignments

    • 5208 Words
    • 149 Pages

    Brown, H.D. (1994). "Teaching by principles: an interactive approach to language pedagogy." Englewood Cliffs, NJ: Prentice Hall Regents.…

    • 5208 Words
    • 149 Pages
    Good Essays
  • Good Essays

    Spe100syllabus

    • 1281 Words
    • 6 Pages

    The Aim of this course is to develop effective skills in speech communication. The student examines how…

    • 1281 Words
    • 6 Pages
    Good Essays
  • Better Essays

    The article Supporting phonemic awareness development in the classroom shows many different techniques a teacher can use with students to develop their awareness of language. Yopp & Yopp did research and testing in many different classrooms and through their work at California State University at Fullerton found strategies that truly work in the classroom. Yopp & Yopp are highly published authors in the field of reading and phonemic awareness. The fourteen strategies are listed under four different categories; those focusing on rhyme, syllable manipulation, onset-rime manipulation, and phoneme manipulation. The authors also warn teacher to watch the students' progress and to avoid strict sequence when teaching the strategies.…

    • 1067 Words
    • 5 Pages
    Better Essays
  • Better Essays

    Reading Philosophies

    • 963 Words
    • 4 Pages

    References: Pollard-Durodola, S. D., & Simmons, D. C. (2009). The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer from Spanish to English. Reading & Writing Quarterly, 25(2-3), 139-161.…

    • 963 Words
    • 4 Pages
    Better Essays
  • Best Essays

    Department for Innovation, Universities and Skills. (May 2009). A New Approach to English for Speakers of Other Languages (ESOL). [Download, PDF.] Available: http://www.bis.gov.uk/assets/biscore/corporate/migratedD/publications/E/esol_new_approach.…

    • 3154 Words
    • 13 Pages
    Best Essays
  • Powerful Essays

    2. Familiarisation with the English phonemic chart. Essential as it helps students to be able to know the pronunciation of words from dictionaries. Teachers should encourage students to use monolingual dictionaries made by reputable publishers.…

    • 1103 Words
    • 5 Pages
    Powerful Essays
  • Powerful Essays

    In this section, I’ll introduce students to 20 sets of /r/-/l/ minimal pairs in which the target sounds appear in various places in the word. I’ll display these words on the overhead (or whiteboard), and we will drill them as a class (choral drilling). The pairs of words chosen can vary based on the age/level of the students. Here are some sample pairs:…

    • 2026 Words
    • 9 Pages
    Powerful Essays
  • Good Essays

    let reviewer

    • 8875 Words
    • 36 Pages

    Yopp, H. K. and Yopp, R. H. (2000) Supporting Phonemic Awareness Development in the Classroom.…

    • 8875 Words
    • 36 Pages
    Good Essays
  • Powerful Essays

    New Headway Pronunciation course book for Elementary speakers of English- Sarah Cunningham and Peter Moore…

    • 1087 Words
    • 3 Pages
    Powerful Essays
  • Good Essays

    While “improving pronunciation” as a goal might seem unattainable, helping your students improve their pronunciation one phoneme at a time is much more doable. Instead of taking up most of class time practicing pronunciation, practice a different phoneme every day, or every week.…

    • 759 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Teaching Pronunciation

    • 1066 Words
    • 5 Pages

    One way in which the teacher can help the students improve the English pronunciation is by ensuring that they aware of all of the important aspects stated above. In my opinion as I have done the reading in this pronunciation aspects, I find that the major keys in having the better English pronunciation are the accurate pronunciation of sound and how to stress the word/sentences itself. Firstly, the students need to learn to pronounce as many of the sounds of the English as possible accurately and notify the unvoiced and voice sound either in consonant and vowels sound. In that way, they can improve their words pronunciation.…

    • 1066 Words
    • 5 Pages
    Good Essays
  • Better Essays

    challenges in learning

    • 1449 Words
    • 5 Pages

    The first and fore most thing is that teachers should be conscious of their own pronunciation. One of the biggest difficulties teachers faces when teaching English as a…

    • 1449 Words
    • 5 Pages
    Better Essays
  • Powerful Essays

    DEVELOPING LANGUAGE SKILLS

    • 3228 Words
    • 9 Pages

    Traditionally, more attention was paid to some skills (reading and writing) while the others (speaking and listening) were forgotten and not practiced. Nowadays, in order to do this integration, teachers make use of different methodologies in second language acquisition, but all of them agree with the fact that a communicative approach is the most fruitful one in the learning of a foreign language.…

    • 3228 Words
    • 9 Pages
    Powerful Essays