vietnamese learners’ problems in pronunciation

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VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION Presenter: Dung Thi Nguyen Date: September 15, 2011

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VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION. Presenter: Dung Thi Nguyen Date: September 15, 2011. 1. Introduction. Problems in pronunciation have been found in teachers of English. Their problems result in their miscommunication and teaching qualification. - PowerPoint PPT Presentation

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Page 1: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

Presenter: Dung Thi NguyenDate: September 15, 2011

Page 2: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

1. IntroductionProblems in pronunciation have been found

in teachers of English.Their problems result in their

miscommunication and teaching qualification.The high percentage of the unqualified

teachers is the motivation for the workshop for training teachers

Page 3: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

2. Research questionsWhat are the common pronunciation

problems of these subjects?Which problems are hard to improve?If they perceive their mistakes, can they

improve their weaknesses?

Page 4: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

3. MethodA. Data collectionClass observation to identify the problemsWorkshop: 3 stages

- Input- Information process, Output: first recordings - Teacher’s feedback

Diagnose test after four months: second recordings

Comparison between the two recordings

Page 5: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

3. Method (cont’d)B. Sites and participants selection- 58 primary school teachers from seven

districts in Binh Duong Province20%: BA degree in English80%: 3-year diploma in English

- Range of age: 40 – 53: 10%22 – 39: 90%

Page 6: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

3. Method (cont’d)C. Data analysis- The subjects’ difficulties in pronunciation is

based on the percentage of their mistakes- Input – Interaction – Output (IIO) model

developed by Gass, Schumann’s acculturation model , and Critical Period Hypothesis are applied to the analysis of the mistakes in pronunciation

Page 7: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

4. FindingsMistakes found in:Final consonants: monosyllabic language and

multisyllabic languageChallenging consonants: /s/ in the middle position, /ð/ and /Ɵ/ pronounced palatal affricative sounds, /s/ and /ʃ/ pronounced /s/, /ʤ/ and /ʧ/ pronounced /d/ and /ch/, /z/ pronounced /s/, and /æ/ pronounced /ɛ/ are caused by L1 transfer/p/ v.s /f/

Page 8: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

4. Findings (cont’d)Stress and intonation: can be improved

quicklyBut experiencing the process: without stress

and intonation with stress and intonation wrong stress and intonation (IIO)

Page 9: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

4. FindingsHigh percentage of mistakes fall in:- /pr/ - final sounds - stressed syllables - intonation - linking sounds- coalescent assimilation- Deletion: timing- Tense and lax vowels

Page 10: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

5. SolutionIIO model: attract learners’ attention to

marked sounds Schumann’s model: social factors and

affective variables affect second language acquisition: learners’ friendly environment class

Critical period hypothesis (Piaget): focus on teaching pronunciation to young learners (primary school children)

Page 11: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

5. Solution (cont’d)Teachers should apply wide varieties of

pronunciation practice:-

Incorporate challenging sounds in conversation practice with pictures

TPR: action and picture accelerate children acquisition

Adults: - Focusing much more on learning environment- Analyzing linguistic discrimination

Page 12: VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

THANK YOUQUESTIONS ?