SKKN Sáng kiến kinh nghiệm Difficulties in teaching and learning pronunciation in language focus periods English 11 and some solutions

1. 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” 

2. 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.

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SKKN Sáng kiến kinh nghiệm 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
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 , pron... for supplementary information. After that, the results obtained from questionnaires and observation were discussed then some useful pronunciation teaching techniques were recommended. 
4. 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 7 years, since they were at grade 6. Some of them have learnt English since they were in primary school. Two thirds of them learn English as a compulsory su...ook 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
Techniques and activities
Unit 1
The pronunciation of the consonant 
/ʤ/ - /tʃ/
- Listen and repeat individual words
- Practice reading sentences
Unit 2
The pronunciation of the consonant 
/m/ - /n/ - /ɳ/
- Listen and repeat individual words
- Practice reading sentences
Unit 3
The pronunciation of the consonant 
/l/ - /r/ - /h/
- Listen and repeat individual words
- Practice reading sentences
Unit 4
The pronunciation of the consonant 
/w/ - /j/
- Listen and repeat individual words
- Practice reading sentences
Unit 5
The pronunciation of the consonant 
/pl/ - /bl/ - /pr/ - /br/
- Listen and repeat individual words
- Practice reading sentences
Unit 6
The pronunciation of the consonant 
/tr/ - /dr/ - /tw/
- Listen and repeat individual words
- Practice reading sentences
Unit 7
The pronunciation of the consonant 
/kl/ - /gl/ -/kr/ -/gr/ -/kw/
- Listen and repeat phrases
- Practice reading question and answer
Unit 8
The pronunciation of the consonant 
/fl/ -/fr/ -/θr/
- Listen and repeat phrases
- Practice reading sentences
Unit 9
The pronunciation of the consonant 
/sp/ -/st/ -/sk/
- Listen and repeat phrases
- Practice reading sentences
Unit 10
The pronunciation of the consonant 
/sl/-/sm/-/sn/-/sw/
- Practice reading sentences
Unit 11
The pronunciation of the consonant 
/ʃr/-/spr/-/spl/
Listen and practice reading sentences
Mark the primary stress over stress syllables and practice reading sentences
Unit 12
The pronunciation of the consonant 
/str/-/skr/-/skw/
- Listen and repeat individual words
- Practice reading

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