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AN INVESTIGATION INTO EFL TEACHERS ACTIVITIES OF TEACHING PRONUNCIATION TO GRADE 5 STUDENTS IN SOME PRIMARY SCHOOLS IN ........ CITY NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI 5 Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ ................. NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI 5 Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ ................. NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI 5 Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ ................. NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI 5 Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ ................. NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI 5 Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ .................
AN INVESTIGATION INTO EFL TEACHER'S ACTIVITIES OF TEACHING PRONUNCIATION TO GRADE STUDENTS IN SOME PRIMARY SCHOOLS IN CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING i AN INVESTIGATION INTO EFL TEACHER'S ACTIVITIES OF TEACHING PRONUNCIATION TO GRADE STUDENTS IN SOME PRIMARY SCHOOLS IN CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING i NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself ABSTRACTS ACKNOWLEDGEMENT MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES ***** TRAN NHU PHUONG AN INVESTIGATION INTO EFL TEACHER'S ACTIVITIES OF TEACHING PRONUNCIATION TO GRADE STUDENTS IN SOME PRIMARY SCHOOLS IN HUE CITY INVESTIGATION INTO TEACHING ENGLISH PRONUNCIATION FOR THE 5TH GRADE IN SOME PRIMARY SCHOOLS IN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2018 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES -Phuong! Check this out! Why you still have these highlights unchanged??? This page and the next are a mess!!! HỌ VÀ TÊN NGƯỜI THỰC HIỆN LUẬN VĂN (Không dấu) A STUDY ON TEACHING ENGLISH PRONUNCIATION FOR THE 5TH GRADE IN SOME PRIMARY SCHOOLS IN HUE ??? [WHAT IS THIS?] THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2017??? MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HỌ VÀ TÊN NGƯỜI THỰC HIỆN LUẬN VĂN (Không dấu) A STUDY ON TEACHING ENGLISH PRONUNCIATION FOR THE 5TH GRADE IN SOME PRIMARY SCHOOLS IN HUE ? THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 2016 - 2018 SUPERVISOR: TON NU NHU HUONG HUE, 2017?? Burgess, J., & Spencer, S (2000) Phonology and pronunciation in integrated language teaching and teacher education System, 28, 191–215 Celce-Murcia, M., Brinton, & Goodwin (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages Cambridge: Cambridge University Press Canagarajah, A.S (1999) Resisting linguistic imperialism in English teaching Oxford: Oxford University Press Catford, J (1992) A Practical Introduction to Phonetics New York: Oxford University Press Carmen, M (2013), Exploring Young Learners’ Foreign Language Learning Awareness, Tandfonline Carolread (2015) Y is for Young Learners Retrieved from https://carolread.wordpress.com/2011/07/25/y-is-for-young-learners/ Chen Dan (2006) How can I improve my student’s pronunciation Ningxia Teachers University Cambridge English 2017 , ‘Learn English through songs’, Dalton, & Seidlhofer (1994) Pronunciation Oxford: Oxford University Press DeWalt, K.M., & DeWalt, B R (2002) Participant Observation: A Guide for Fieldworkers Walnut Creek, CA: AltaMira Press Derwing, T M (2003) What Do ESL Students Say about Their Accents? Canadian Modern Language Review, 59 (4), 547-566 Derwing, T M & Rossiter, M J (2002) ESL learners' perceptions of their pronunciation needs and strategies System, 30 (2), 155-166 Docent N (2014) Improvement Of English Pronunciation Of Russian Learners In A Russian School With The Estonian Language Immersion University of Tartu 6161 Efdeportes (2016), “The Intonation In The Oral Expression Design Of A Handbook For Training The Intonation”, Fangzhi, C (1998) The teaching of pronunciation to Chinese students of English Retrieved from http//exchanges.state.gov/english teaching/forum/ archives/1998/docs/98-361g.pd Gardner, R (1985) Social psychology and second language learning: the role of attitude and motivation London: Edward Arnold Fraser, H (2000) Coordinating improvements in pronunciation teaching for adult learners of English as a second language Canberra: DETYA (Australia National Training Authority Adult Literacy Project) Fraser, H (2001) Teaching Pronunciation: A guide for teachers of English as a second language (CD-ROM) Canberra: DETYA (Available from Language Australia: Email: sales@la.ames.vic.edu.au, Fax: 61 9926 4780) Gardner, RC & Lambert, W (1972) Attitudes and motivation in second language learning MA Rowley, Newbury House, California Gilakjani and Ahmadi (2011) Why is pronunciation so difficult to learn Vol.4, No.3, pp81 Gimson, A.C (1989) An introduction to the Pronunciation of English Sevenoaks, Edward Arnold Guiora, A, Brannon, R & Dull, C (1972) Empathy and second language learning Language learning, vol.22, no.1, pp.111-130 Harmer, J (2001) The Practice of English Language Teaching London: Longman Hewings, M (2004) Cambridge Academic English Cambridge: Cambridge University Press Hewings, M., 2004, Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation, Cambridge, Cambridge University Press 6262 Hong Thi Nguyen, Heather F & Wendy W 2014, EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?, RMIT University, Melbourne, Australia Karahan, F (2007) Language attitudes of Turkish students towards the English language and its use in Turkish context Journal of Arts and Sciences, (May), 73-87 Kelly, G., (2000) How to teach pronunciation Harlow: Longman Morley, J (19918) Trippingly on the tongue: Putting serious speech/pronunciation instruction back in the TESOL equation, ESL Magazine, January/ February, 20-22 Nation I S.P & Newton, J (2009) Teaching ESL/EFL listening and Speaking NewYork: Routledge.[CHECK THIS AUTHOR OUT! 1998? OR 1991 OR 1992? YOU HAVEN’T FOLLOWED THE SUGGESTIONS FOR THIS] Nordquist (2017) Glossary of Grammatical and Rhetorical Terms London: Oxford University Press Nixon, C, Tomlinson, M (2005) Primary Pronunciation Box: Pronunciation games and activities for younger learners Cambridge, Cambridge University Press Phillips (1993) Young learners Oxford University Press, Oxford Pourhosein Gilakjani, A (2016) What Factors Influence The English Pronunciation Of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326 Roach (1992) Introducing Phonetics London: Penguin English Ruthwickham (2016), “10 ESL Activities for Powerful Pronunciation Progress”, Saundz (2015) Students’s attitudes towards learning English pronunciation, The Saundz Research Team Retrieved from http://saundz.com/wp- content/uploads/2015/01/Students-Attitudes-towards-Learning-EnglishPronunciation.pdf December 2015 Saul M 2018, ‘Questionnaire’, Simply Psychology Sis International Research (2016) ” What is quantitative 6363 research? S lattery, M., Willis, J (2001) English for Primary Teachers: A handbook of activities and classroom language Oxford, Oxford University Press Tench, P (1991) English Pronunciation Harlow: Longman Taylor & Francis Teaching ESL/EFL Reading and Writing New York: Routledge Tran Hien Lan (2016), teaching English pronunciation for the primary students in Vietnam, Hanoi National University of Education pronunciation”, Yates, L., & Zielinski, B (2009) Give It a Go: Teaching Pronunciation to Adults Sydney, Australia: AMEPRC Wil 2016, ‘10 Tips For Perfect English Pronunciation’, Englishlive 6464 6565 APPENDICES IX APPENDIX NO.1 TEACHERS’QUESTIONNAIRE Dear my responders, Thank you very much for your participation in my survey I am completing my research of “An investigation into EFL teacher's activities of teaching pronunciation to grade students in some primary schools in cityAN INTO OF EFL TEACHING TEACHER'S PRONUNCIATION TO INVESTIGATION ACTIVITIES GRADE STUDENTS IN SOME PRIMARY SCHOOLS IN HUE CITY A Study OnInvestigation into Teaching English Pronunciation For The 5th Grade In Some Primary Schools In Hue” and I would like to get your opinions, experience, which is of great contribution to my study Please complete this questionnaire by putting a cross (X) in the box next to the best response that you choose Thank you for your time and generosity! PART 1: GENERAL INFORMATION How old are you? 22 - 25 26 - 30 31 - 44 ≥ 45 What is your gender? Male Female Which school are you teaching at? Ly Thuong Kiet Thuan Loc Tran Quoc Toan Thuan Hoa Le Loi How many years have you been teaching? 1-5 years 11-20 years 6666 6-10 years Above 20 years Questionnaires: What are current activities employed by the teachers to teach pronunciation to the th grade students at some Primary Schools in Huein ? What are the teachers’ suggestions for the better use of activities to improve the th grade students’ pronunciation? PART 2: TEACHING ENGLISH PRONUNCIATION TO THE 5TH GRADE STUDENTS Please tick the respective blank as mentioned below Have you ever taken English pronunciation courses? Yes No Have you taken any refresher courses in English pronunciation teaching in the past? Yes No How important you think these training courses are? Very important Important Neutral Not important Do you think it is crucial to teach students at primary school level correct English pronunciation? Yes No Do you think it is crucial that the teacher have correct English pronunciation in order to teach English at primary school level? Yes No Is there any foreign teacher at your primary school? Yes No What you think your student’s English pronunciation is? Excellent Good Acceptable Poor Very poor 6767 Do your students seem to have troubles in spelling and/or pronunciation when reading aloud? Yes, they seem to have troubles very often Yes, they but mainly with new words No, generally they don’t seem to have troubles Do you use any materials other than the textbook? No, I only use the textbook Yes, I use some supplementary materials Yes, about half of the materials I use are selected by me Yes, most of the materials I use are selected by me 10 Do you use the pronunciation exercises in the textbook? Yes, I only use pronunciation exercises in the textbook Yes, I use both pronunciation exercises in the textbook and my created ones No, I only create pronunciation exercises No, I never use pronunciation exercises 11 Do you use activities for students in pair/groups? Never At least once a month Sometimes during the lesson Every week 12 Which activities you mainly use to enhance student’s pronunciation? 1: Never 2: Sometimes 3: Often 4: Frequently 5: Most frequently Activities Level 6868 Listen and repeat Phonetic training Minimal pairs Games Songs and rhymes Others (please be brief and specific): ………………… ………………… 13.Do you make your students repeat sounds, words or sentences that you speak/other sources? Never At least once a month Sometimes during the lesson Every week 14 How you guide students to practice pronunciation at home? 1: Never 2: Sometimes 3: Often 4: Frequently 5: Most frequently Activities Level Watching videos Listening to music Repeating learned sentences Others (please be brief and specific): 6969 ………………… ………………… 15 What are your difficulties in teaching English pronunciation to your students? 1: Never 2: Sometimes 3: Often 4: Frequently 5: Most frequently Mistakes Vowel Level and consonant Intonations Stresses Ending sounds Others (please be brief and specific): ………………… ………………… 16 What are your suggestions for better English pronunciation teaching? (Please be brief and specific) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 7070 ………………………………………………………………………………………………… ………… 7171 APPENDIX NO.2: SEMI-STRUCTURED INTERVIEWS WITH HEADS OF ENGLISH DIVISION Good morning, Ladies and Gentlemen! My name is Phuong Currently I am a teacher at Tran Quoc Toan primary school Presently, I am studying about “An investigation into EFL teacher's activities of teaching pronunciation to grade students in some primary schools in city”AN INVESTIGATION INTO OF EFL TEACHING TEACHER'S PRONUNCIATION TO ACTIVITIES GRADE STUDENTS IN SOME PRIMARY SCHOOLS IN HUE CITY A Study On Investigation Into Teaching English Pronunciation For The 5th Grade In Some Primary Schools In Hue” I am really thankful for your spending time with me today All of your information provided shall be only for my research and study purpose Do you think teaching English pronunciation important for students? Do you usually hold training programs for your teachers to improve teacher’s pronunciation teaching? Do you invite foreign teachers to collaborate with your teachers? If you have, how often is it? What are the benefits of this to the teaching of pronunciation? Do you arrange attendance? Any class observations for checking the quality of English pronunciation teaching and learning? What are your suggestions for better teaching of English pronunciation? 7272 APPENDIX NO 3: CLASSROOM OBSERVATION SHEET Teacher: Class: Peer/Observer: Date & Time: Activities in the class Teacher’s activities Braining storm (5 minutes) Conversation/listening & repeat (10 minutes) Vocabularies (10 minutes) 7373 Student’s activities Practice pronunciation with the exercises in textbook (10 minutes) Teacher’s assessment after lesson (10 minutes) Strengths observed: Suggestions for improvement: 7474 Overall impression of teaching effectiveness: 7575 ... SCHOOLS IN CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING i NGHIÊN CỨU VỀ HOẠT ĐỘNG CỦA GIÁO VIÊN TRONG VIỆC DẠY PHÁT ÂM DÀNH CHO HỌC SINH KHỐI Ở MỘT SỐ TRƯỜNG TIỂU HỌC TẠI