Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ***************** NGÔ THỊ THANH AN INVESTIGATION INTO THE PROBLEMS FACED BY THE TEACHERS AND STUDENTS IN TEACHING AND LEARNING ENGLISH PRONUNCIATION AT A HIGH SCHOOL FOR ETHNIC MINORITIES IN VIETNAM FORESTRY UNIVERSITY: A Survey Research (Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh: Nghiên cứu điều tra ) M.A. Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ***************** NGÔ THỊ THANH AN INVESTIGATION INTO THE PROBLEMS FACED BY THE TEACHERS AND STUDENTS IN TEACHING AND LEARNING ENGLISH PRONUNCIATION AT A HIGH SCHOOL FOR ETHNIC MINORITIES IN VIETNAM FORESTRY UNIVERSITY: A Survey Research (Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh: Nghiên cứu điều tra ) M.A. Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Supervisor: LÂM PHÚC HÂN. M.A. Hanoi, 2011 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………………… i ABSTRACT………………………………………………………………………… ii TABLE OF CONTENTS……………………………………………………………. iii List of abbreviation……………………………………………………………………v List of table…………………………………………………………………………. vi PART A: INTRODUCTION …………………………………………………………1 1.1 Rationale of the study …………………………………………………………1 1.2 Aims of the study……………………………………………………………. 2 1.3 Research questions…………………………………………………………… 2 1.4 Scope of the study…………………………………………………………… 2 1.5 Methods of the study………………………………………………………… 3 1.6 Significance of the study…………………………………………………… 3 1.7 Design of the study………………………………………………………… 3 PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW …………………………………………5 1.1 English ending sounds………………… …………………………………….5 1.2 Vietnamese ending sounds………… ……………………………………… 7 1.3 Teaching pronunciation……………………………………………………….9 1.3.1 Approaches in teaching pronunciation…………………………… …9 1.3.2 Techniques and activities …………………………………… ……10 1.4. Factors affecting learning pronunciation……………………… ………….12 1.5 Teachers’ and students’ problems in teaching and learning pronunciation 13 CHAPTER TWO: METHODOLOGY OF THE STUDY………………………… 16 2.1 Description of the setting ………………………………………… ……….16 2.1.1 Description of the school …………………………………………… 16 2.1.2 Description of the course …………………………………………… 16 2.2 Subjects…………………………………………………………………… 16 2.3 Research instruments ………………………… ……………………………17 2.4 Data collection procedures ………………………………………………….19 CHAPTER THREE: PRESENTATION OF THE DATA ………………………… 20 3.1 Survey questionnaires …………………………………………………20 3.1.1 Teachers’ and students’ attitudes towards teaching and learning pronunciation ……………………………………………………………………20 iv 3.1.2 Students’ pronunciation level ………………………………… 20 3.1.3 Pronunciation teaching and learning time… …… ……………21 3.1.4 Teachers and students’ problems in teaching and learning pronunciation 3.1.5 Teachers’ and students’ problems in teaching and learning specific aspects of pronunciation……….…………………………………………….22 3.1.6 Classroom approaches, techniques and activities used by teachers … 24 3.1.7 Students’ expectations and teachers’ recommendations to teaching and learning pronuncia……………………………………………………………24 3.2 Classroom observations …………………………………………………… 26 3.2.1 Teaching materials and curriculum ………………… ……………….26 3.2.2 Students’ activities and their mistakes in producing ending sounds… 26 3.2.3 Teachers’ approaches and techniques used in teaching pronunciation 27 4.3 Interviews and discussions………………………………………………… 29 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION 4.1 Research question 1………………………………………………………….31 4.2 Research question two………………………………………………………. 32 4.2.1 Teachers problems in teaching pronunciation ………………… …….32 4.2.2 Students’ problems learning pronunciation………………………… 34 4.3 Research question 3………………………………………………………… 35 4.3.1 Phonetic training………………………… ……………………………36 4.3.2 Drilling………………… …………………………………………… .36 4.3.3 Listening and imitating……….……………………………………… 36 4.3.4 Reading aloud…… ………………………………………………… 37 4.3.5 Combining of techniques … ………………………………………… 37 PART C: CONCLUSIONS AND RECOMMENDATIONS 1. summary of the findings …………………………………………………… 38 2. limitations and recommendations for further study… ……………………….38 3. Conclusion……….……………………………………………………………39 REREFENCES……………………………………………………………………… 40 APPENDICES ……………………………………………………………………… I Appendix 1: Survey questionnaire for teachers……………………………… ….I Appendix 2: Survey questionnaire for students………………………………….IV Appendix 3: Classroom observation sheet…………………………………… .VII Appendix 4: Interview questions and transcription…………………………… IX v LIST OF ABBREVIATION 1. EMs: Ethnic Minorities……… ………………………………………………ii 2. EMS: Ethnic minority students………………………………………….……ii 3. EmsHS: High school for Ethnic minorities………………………………… ii 4. ESL: English as the second language……………………………………… ii 5. L1: The first language……………………………………………………… ii 6. L2: The second language………………………………………………… ii 7. VFL: Vietnamese as the first language……………………………………….ii 8. VFU: Forestry University of Vietsnam………………………… ………… ii vi LIST OF TABLES Table 1 Teachers’ and students’ attitudes towards teaching and learning pronunciation 18 Table 2 Teachers’ evaluation about students’ pronunciation level 19 Table 3 Teachers’ and students’ time on pronunciation 19 Table 4 Teachers’ and students’ problems in teaching teaching and learning pronunciation 20 Table 5 Teachers’ and students’ evaluation about the difficulty in pronouncing elements of English syllables 20 Table 6 Students’ problems in pronouncing word-final consonants 21 Table 7 Teachers’ activities in pronunciation lessons 21 Table 8 Teachers’ suggestions and Students’ expectations in teaching and learning pronunciation 22 Table 9 Teachers’ choice of techniques used in teaching pronunciation 23 1 PART A: 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 threehold 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 not self-confident to speak in English. And that is the reason why the effectiveness of teaching pronunciation still remains one of the most extremely problematic subjects in the field of language teaching. Coping with this pressing fact, as a language teacher teaching English at EMsHS, I want to raise these questions: What is the present situation of teaching and learning pronunciation of English at my school? What are typical problems that teachers and students have in teaching and learning pronunciation? What are proper methods that can be used to teach pronunciation? 2 What should teachers do to teach pronunciation effectively? And, 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, I decided to carry out the study entitled: “An investigation into problems faced by the teachers and students in teaching and learning pronunciation at EMsHS in VFU”. 1.2 Aims of the study The main purpose of this study is to discover the reality of teaching and learning pronunciation at EMsHS, especially to find out typical problems that teachers and students often have in pronunciation lessons. The findings of this research will hopefully help students at high school become well aware of their systematic errors and it can also help the English teachers make feasible solutions to overcome those problems so as to improve their 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 EMsHS? (2) What are typical problems that the teachers and EMS often have in pronunciation lessons? (3) What teaching techniques can be used to improve teaching pronunciation for EMS at high school level? 1.4 Scope of the study As an investigation, this study focuses on the reality of teaching and learning one aspect of English pronunciation: problems in pronouncing the ending sounds of the 11 th form EMS at VFU. The subjects of the study are 50 11 th form EM students who are familiar with learning pronunciation for five years. Moreover, ending sounds are taught with major aspects are consonants in the pronunciation lessons introduced in the official textbook. Scope of the study is limited to the ending sounds as it is only conducted on the 11 th form students, other characteristics of English pronunciation would not be deeply investigated. 3 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. 1.6 Instruments of the study The study involves in the following instruments: survey questionnaires, classroom observations and interviews. Data is collected through two stages; in the first stage: the survey questionnaires were delivered to both teachers and students to investigate the reality of teaching and learning pronunciation at the school. Then, some classroom observations were taken; and interviews with some English teachers were conducted to get supplementary information in the second stage. After that, the results obtained from questionnaires, observations and interviews have been discussed and analyzed with a hope for providing language teachers with some feasible teaching techniques to work successfully with their students. 1.7 Significance of the study This study not only hopes to make contribution to teaching pronunciation at high school level in Vietnam Forestry University and the result of the study is considered to be useful teachers and students at the 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 EM students' pronunciation. It will also help teachers and students identify their own problems and self- improve in teaching and learning pronunciation. 1.8 Design of the study This paper consists of three main parts. Part A is the INTRODUCTION including the rationales, the aims, the scope, the research questions, the methods, the instruments and the design of the study. It expresses the reason why the author decided to choose this investiagion, the methods and the instruments for the fulfillment of the study. Part B “ DEVELOPMENT” is the development of the study, which consists of four chapters. 4 Chapter one is the LITERATURE REVIEW. It starts with theoretical issues on English pronunciation concepts, some specific features of pronunciation both in English and Vietnamese (as English ending sounds; Vietnamese ending sounds), as well as approaches, techniques and activities used in teaching pronunciation. It also covers such factors affecting learning pronunciation as students‟ motivation, other subjective and objective factors and students‟ role. Problems in teaching and learning pronunciation are in the last part of the LITERATURE REVIEW. Chapter two is the METHODS OF THE STUDY. This chapter starts with the description of the setting and the participants. It also presents how data was collected through the research instruments and research procedures. Chapter three is the PRESENTATION OF THE DATA, in which a summary of the results and a general narrative description is provided. Chapter four is the ANALYSIS AND DISCUSSION OF THE DATA, in which collected data is analysed and findings are explained. Part C is the CONCLUSION AND RECOMMENDATIONS. This part consists of a summary of the major findings of the study, some limitations and recommendations for further study and conclusion lastly presented. [...]... nhiếc [Jiek] (shout) vii) /u^/ or /w/: this final semi-vowel only appears in forms of letters "u" or "o" which follows vowels to make diphthongs or triphthongs, for example: đau [dau^] (hurt), vào [va:u^] (enter), đều [deu^] (both, alike, equal) viii) /i^/ or /j/: appears in forms of "i" or "y" and is preceded by vowels to make diphthongs and triphthongs: tay [tai^] (hand), dài [ja:i^](long) in which... that there were so many things to teach and train for the tests and exams while the teaching time was limited Similarly, the students‟ learning materials also mainly depend on the students‟ textbooks, Tiếng Anh 11 Only a small number of students own some dictionaries to check pronunciation and meaning of new words at home 29 3.2.2 Students’ activities and their errors in producing ending sounds As a matter... researches have shown that some people naturally have a “better ear” for a foreign language than others This point refers to personal properties of an individual That means each person owns his or her strong point or weak point in acquiring and learning a foreign language Attitude and identity: results from many studies have shown that learners who have a positive attitude towards speakers of a foreign... rounded vowels /u, 0, o/ xong [s0Nm] (finish) súng [suNm] (gun) không [xoNm] ( no, not) [J]: corresponding to letters "nh", proceded by front vowels /i, e, E . A Survey Research (Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh: Nghiên cứu điều tra. A Survey Research (Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh: Nghiên cứu điều tra. M.A. Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Supervisor: LÂM PHÚC HÂN. M.A. Hanoi, 2011 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS…………………………………………………………
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Xem thêm: Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh, Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh, Tìm hiểu về các vấn đề mà giáo viên và học sinh trường THPT- Dân tộc Nội trú Đại học Lâm nghiệp gặp phải trong việc dạy và học phát âm Tiếng Anh, 5 Teachers’ and students’ problems in teaching and learning pronunciation, 2 Research question two: What are teachers’ and students’ problems in teaching and learning pronunciation?, 3 Research question 3: What teaching techniques can be used to improve teaching pronunciation for students at EM high school?

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