vietnamese learners’ problems in pronunciation
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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 PresentationTRANSCRIPT
VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION
Presenter: Dung Thi NguyenDate: September 15, 2011
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
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?
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
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%
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
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/
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)
4. FindingsHigh percentage of mistakes fall in:- /pr/ - final sounds - stressed syllables - intonation - linking sounds- coalescent assimilation- Deletion: timing- Tense and lax vowels
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)
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
THANK YOUQUESTIONS ?