SKKN 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

Nội dung tóm tắt: SKKN 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

1. Unit 13: The pronunciation of the consonant /pt/-/bd/-/ps/-/bz/ Objectives:They are consonant clusters which consists of two or more consonants . They are pronounced together as a group of sounds. Some followed activities will be added to make the lesson more interesting. In order to make students easy to understand and remmember them. Here are some suggested activites in the class to modify the sound in an interesting way. Feedback: Students understand the sounds deeply. They can identify and pronounce them correctly. After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially foreigners Activity 1: Odd one out - Teachers will read aloud 3 words ending by “ed” or “s”. - Students have to distinguish which word contain the different ending sound. 1. Stopped / trapped / robbed 2. Stops / shops/ robs 3. Stabbed / stepped / grabbed 4. Rubs / clubs / maps 5. Bribed / jumped / stepped 6. Bribes / maps / shops Activity 2: Sentence Drilling Game: Line game (Who is more fluent?) - Students will practise reading the sentences individuals. - Then teacher will ask students to stand in 2 lines. They will read aloud the sentences in turn. The person who reads more fluently will come back to his.her seat. Others have to do back to the end of the line until they read correctly. - The group which finishes first wins the game. Unit 14: The pronunciation of the consonant /ts/-/dz/-/ tʃt/-/ʤd/ Objectives:They are consonant clusters which consists of two or more consonants . They are pronounced together as a group of sounds. Some followed activities will be added to make the lesson more interesting. In order to make students easy to understand and remmember them. Here are some suggested activites in the class to modify the sound in an interesting way. Feedback: Students understand the sounds deeply. They can identify and pronounce them correctly. After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially 22
2. foreigners Activity 1: Odd one out - Teachers will read aloud 3 words ending by “ed” or “s”. - Students have to distinguish which word contain the different ending sound. 1. Sits /eats /kids 2. Friends / reads / meets 3. Eats / reads / sits 4. Marched / managed / reached 5. Raged / bridged / marched 6. Reached / marched /raged Activity 2: Sentence Drilling Game: Line game (Who is more fluent?) - Students will practise reading the sentences individuals. - Then teacher will ask students to stand in 2 lines. They will read aloud the sentences in turn. The person who reads more fluently will come back to his.her seat. Others have to do back to the end of the line until they read correctly. - The group which finishes first wins the game. Unit 15: The pronunciation of the consonant /nt/-/nd/-/nθ/-/ns/-/nz/ Objectives:They are consonant clusters which consists of two or more consonants . They are pronounced together as a group of sounds. Some followed activities will be added to make the lesson more interesting. In order to make students easy to understand and remmember them. Here are some suggested activites in the class to modify the sound in an interesting way. Feedback: Students understand the sounds deeply. They can identify and pronounce them correctly. After doing the listening exercises, 70% of the students found that they felt more confident when they speak with others,especially foreigners Activity 1: Listen and tick the sound you hear /nt/ /nd/ /nθ/ /ns/ /nz/ 1. 2. 3. 4. 23
3. 5. 6. 7. 8. 9. 10. - Teacher will read the sounds and students have to recognise to tick the sound that they hear - When the teacher finishes reading the sounds, the student finishes first and says “Bingo” Activity 2:Find words that contain sounds /nt/-/nd/-/nθ/-/ns/-/nz/ Game: Face to face The teacher will divide the class into groups of 4-5. Each group will have time to list the words containing the sounds. Then, each presentative of the groups will stand face to face in order to list the words out in turn. In the end, the group that lists more words will get the highest mark (20). Other groups will get the mark from 5-10-15, relatively with their order. Activity 3: Sentence Drilling - Students will practise the diaogue in pairs. Then, teacher will call each pair to perform their dialogue. A: Florence, Mr Barnes went on the tenth of last month. B: Oh. I have warned you, haven’t I? Did he pay the rent? A: Only to the seventh. B: Only to the seventh? A: Yes, and we may have no chance to see him again. Is he your friend? B: No, Mr Barnes is not my friend and if he phones, remind him that he must pay the rent to the end of the month. A: Don’t be so tense. We’ll have a new tenant on the thirteenth of this month. Unit 16: The pronunciation of the consonant /ft/-/vd/-/fs/-/vz/ Objectives:They are consonant clusters which consists of two or more consonants . They are pronounced together as a group of sounds. Some followed activities will be added to make the lesson more interesting. 24
4. In order to make students easy to understand and remmember them. Here are some suggested activites in the class to modify the sound in an interesting way. Feedback: Students understand the sounds deeply. They can identify and pronounce them correctly. After doing the listening exercises, 70% of the students found that they felt more confident when they speak with others,especially foreigners. Activity 1: Listen and tick the sound you hear /ft/ /vd/ /fs/ /vz/ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. - Teacher will read the sounds and students have to recognise to tick the sound that they hear - When the teacher finishes reading the sounds, the student finishes first and says “Bingo” Activity 2:Find words that contain sounds /ft/-/vd/-/fs/-/vz/ Game: Face to face The teacher will divide the class into groups of 4-5. Each group will have time to list the words containing the sounds. Then, each presentative of the groups will stand face to face in order to list the words out in turn. In the end, the group that lists more words will get the highest mark (20). Other groups will get the mark from 5-10-15, relatively with their order. Activity 3: Sentence Drilling Game: Line game (Who is more fluent?) - Students will practise reading the sentences individuals. - Then teacher will ask students to stand in 2 lines. They will read aloud the 25
5. sentences in turn. The person who reads more fluently will come back to his.her seat. Others have to do back to the end of the line until they read correctly. - The group which finishes first wins the game. 26
6. PART 3: CONCLUSION 1. Conclusions of the study To sum up, pronuciation is usually the most complicated and difficult part of learning a foreign language. However, with the application of some interesting activities for teaching pronuciation, students find it easier to understand how pronuciation works as well as more interested in learning it through games, pairs work and dialogue drilling. One of the most effective results is that students feel more confident to pronounce the words because they have chance to practise through games. Therefore, they are more confident to speak english. Pronunciation is not a big problems for learners any more. 2. Limitations of the study Although the study has obtained its objectives, like many other studies, there are some limitations. From the scope of the study, the results of the study are only applied for grade 11 students at Ha Huy Tap Upper Secondary School. The study only focuses on finding the difficulties and the causes in the pronunciation teaching and learning process at Ha Huy Tap Upper Secondary School. Only some techniques for practice stage are suggested for teachers and students at Ha Huy Tap Upper Secondary School. In addition, ability of the students, the differences between English and Vietnamese are also the causes of difficulties. Which sounds are the most difficult to the Vietnamese and how to overcome it have not been mentioned in this thesis. What is more, the findings of the thesis and suggested techniques are only based on the opinions of the teachers and students. 3. Suggestions for further study. On the basis of the findings and limitation of the study, the following recommendations are made for further research: First, the subjects of the study were 100 grade 11 students and 10 teachers at Ha Huy Tap Upper Secondary School so the results cannot apply for all the students at Ha Huy Tap Upper Secondary School. It would be interesting to conduct a similar study on the teachers and students from other schools. Second, this study focuses on the analysis of the difficulties and the causes in teaching and learning pronunciation in English 11and some techniques in general. So more techniques for each pronunciation component should be studied to find out the best way to teach and learn pronunciation in English 11. Third, actual speech of students should be recorded and analyzed to find out which sounds in English that do not exist in Vietnamese cause the most difficulties to the students and suggestions should be given. Fourth, the suggested techniques are based on questionnaires and interview. So experiment research should be carried out to check students’ improvement. 27
7. REFERENCES 1. Avery, P. and Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford: Oxford University Press. 2. Bowen, T., and Marks. J. (1992). The Pronunciation Book: student-Centred Activities for Pronunciation Work. Harlow: Longman 3. Bowler, B. (2008). Timesaver pronunciation activities. Mary Glasgow Magazines 4. Cruttenden, A. (2001). Gimson’s Pronunciation of English. London: Arnold 5. Dalton, C., and Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press 6. Dalton, D.F. (1997). Some Techniques for Teaching Pronunciation. The Internet TESL Journal, Vol. III, No. 1, January 1997. 7. Grant, L., (1993). Advanced English Pronunciation. Heinle: Heinle 8. Hancock, M. (1995). Pronunciation Games. Cambridge: Cambridge University Press. 9. Hewings, M. (2004). Pronunciation Practice Activities. New York: Cambridge University Press 10.Hinst and Cristo. (1998). The Pronunciation Component in Teaching English to Speakers of Other Languages 11. Kelly, G. (2000). How to teach Pronunciation. Harlow: Pearson. 12. Kenworthy, J. (1987). Teaching English Pronunciation. London: Long man House 13. Larsen, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 14.McNeil, D (1987). Some characteristic aspects of Vietnamese English pronunciation' and “Teaching pronunciation to Vietnamese students”. A Program Support Group Research. 15.Mortimer, C. (1985). Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students. Cambridge: Cambridge University Press 16.Nunan, D. (2004). Listen in book 3. 2nd edition. HoChi Minh city: HoChiMinh city 17.O’Connor, J.D. (1967). Better English Pronunciation. Cambridge: Cambridge University Press. 18.O’Connor, J.D. (1989). Sounds English. London: Longman 28
8. 19.Pennington, M. (1996). Phonology in English Language Teaching: An international Approach. Harlow: Pearson 20.Tam, Ha Cam. (2005). Common Pronunciation problems of Vietnamese learners of English. Journal of Science. Foreign Languages, T.XX1, No.1, 2005, p. 35-46. 21.Ur, Penny. (1996). A course in language teaching: practice and theory. New York: Cambridge University Press. Vienamese 1. Giap, Nguyen Thien. (1997). Dan Luan Ngon Ngu Hoc. Nha xuat ban giao duc 2. Thuat, Doan Thien (2003). Ngu am Tieng Viet. Nha xuat ban giao duc 29
9. APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH Bảng câu hỏi dưới đây nhằm phục vụ đề tài nghiên cứu “Khó khăn trong dạy và học Ngữ âm trong các tiết dạy Language Focus – Sách giáo khoa (SGK) Tiếng Anh 11 và một số giải pháp”. Các câu trả lời hữu ích của các em sẽ chỉ được sử dụng cho việc nghiên cứu, không vì mục đích gì khác. 1. Theo bạn ngữ âm đóng vai trò quan trọng như thế nào trong việc học tiếng Anh? a, Rất quan trọng b, Quan trọng c, Bình thường d, Không quan trọng lắm e, Không quan trọng 2. Mục đích học ngữ âm của bạn là gì? (Hơn 1 sự lựa chọn) a, Để giao tiếp tốt hơn b, Để biết kiến thức về ngôn ngữ Tiếng Anh c, Để đạt kết quả cao hơn trong các kì thi d, Để phân biêt được sự khác nhau giữa Tiếng Anh và Tiếng Việt e, Mục đích khác . 3. Bạn thấy học ngữ âm như thế nào? a, Rất thú vị b, Thú vị c, Bình thường d, Không thú vị lắm e, Không thú vị 4. Bạn thấy mức độ khó của các bài học ngữ âm về phụ âm trong SGK lớp 11 như thế nào? a, Rất khó b, Khó c, Bình thường d, Không khó lắm e, Không khó 30
10. 5. Bạn thấy như thế nào khi được học ngữ âm thông qua trò chơi, luyện tập thực hành từ và câu ? a. Rất thú vị b. Thú vị c. Bình thường d. Không thú vị lắm e. Không thú vị 6. . Bạn thấy học ngữ âm khó vì những nguyên nhân sau: Stt Các nguyên nhân Rất Đồng ý Bình Không Không đồng ý thường đồng ý đồng ý lắm 1 Một số thành tố ngữ âm Tiếng Anh không có trong Tiếng Việt 2 Ảnh hưởng của cách phát âm Tiếng Việt 3 Càng nhiều tuổi học ngữ âm càng khó 4 Ít có cơ hội giao tiếp với người bản xứ 5 Khả năng phát âm của bạn 6 Bạn không thích học 7 Bạn thấy học ngữ âm là không cần thiết 8 Những nguyên nhân khác (Hãy ghi cụ thể) 7. Bạn thấy các bài học ngữ âm trong SGK 11 khó vì những nguyên nhân sau: 31
11. Stt Các nguyên nhân Rất Đồng ý Bình Không Không đồng ý thường đồng ý đồng lắm ý 1 Thời gian trên lớp ít cho luyện tập 2 Bài tập thực hành đơn điệu 3 Các quy luật nhiều và khó nhớ 4 Ít tài liệu tham khảo 5 Lớp học quá đông 6 Không có phòng học tiếng riêng 7 Các hoạt động giảng dạy của giáo viên chưa hấp dẫn 8 Các nguyên nhân khác (Hãy ghi cụ thể) 8. Giáo viên sử dụng những thủ thuật nào trong giai đoạn giới thiệu các thành tố ngữ âm? Mức độ giáo viên sử dụng những thủ thuật này như thế nào? Các thủ thuật Luôn Thường Thỉnh Hiếm Chưa St luôn xuyên thoảng khi bao giờ t 1 Liệt kê các quy tắc 2 Sử dung hội thoại 3 Dùng trò chơi 4 Dùng bài hát, bài thơ 5 Sử dụng tình huống 6 Sử dụng giáo cụ trực quan 7 Các thủ thuật khác (Hãy ghi cụ thể) 9 . Giáo viên sử dụng những thủ thuật nào trong giai đoạn thực hành ngữ âm? 32
12. Mức độ giáo viên sử dụng những thủ thuật này như thế nào? Các thủ thuật Luôn Thườn Thỉnh Hiếm Chưa Stt luôn g thoản khi bao giờ xuyên g 1 Nghe và nhắc lại từng từ 2 Nghe và nhắc lại cụm từ 3 Nghe và nhắc lại cả câu 4 Nghe và đóng vai một đoạn hội thoại 5 Đọc một loạt những từ, cụm từ, câu có cùng cấu trúc ngữ âm (Ví dụ các từ đuôi -ed có cùng cách phát âm ) 6 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại 7 Sắp xếp thành các nhóm từ, cụm từ hoặc câu có cùng cấu trúc ngữ âm 8 Viết phiên âm của từ, cụm từ, câu hoặc đoạn hội thoại 9 Làm các bài tập nghe 10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác (Hãy ghi cụ thể) 10.Giáo viên sử dụng những thủ thuật nào trong giai đoạn vận dụng ngữ âm? Mức độ giáo viên sử dụng những thủ thuật này như thế nào? Các thủ thuật Luôn Thườn Thỉnh Hiếm Chưa St luôn g thoản khi bao giờ t xuyên g 1 Đặt câu 2 Đóng vai hội thoại 3 Phỏng vấn theo chủ đề cá nhân 33
13. 4 Chơi trò chơi 5 Các thủ thuật khác (Hãy ghi cụ thể) 11.Bạn thích giáo viên sử dụng thủ thuật như thế nào ứng với mỗi một giai đoạn? Stt Các thủ thuật Rất Thích Bình Không Khôn thích thườn thích g g lắm thích Giai đoạn giói thiệu 1 Liệt kê các quy tắc 2 Sử dung hội thoại 3 Dùng trò chơi 4 Dùng bài hát, bài thơ 5 Sử dụng tình huống 6 Sử dụng giáo cụ trực quan 7 Các thủ thuật khác Giai đoạn thực hành 1 Nghe và nhắc lại từng từ 2 Nghe và nhắc lại cụm từ 3 Nghe và nhắc lại cả câu 4 Nghe và đóng vai một đoạn hội thoại 5 Đọc một loạt những từ, cụm từ, câu có cùng cấu trúc ngữ âm (Ví dụ các từ đuôi -ed có cùng cách phát âm ) 6 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại 7 Sắp xếp thành các nhóm từ, cụm từ hoặc câu có cùng cấu trúc ngữ âm 8 Viết phiên âm của từ, cụm từ, 34
14. câu hoặc đoạn hội thoại 9 Làm các bài tập nghe 10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác Giai đoạn vận dụng 1 Đặt câu 2 Đóng vai hội thoại 3 Phỏng vấn theo chủ đề cá nhân 4 Chơi trò chơi 5 Các thủ thuật khác - Thank you very much – 35
15. APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS This survey questionnaire is designed for teachers who have taught “English 11” for my study on “Difficulties in teaching and learning Pronunciation in Language Focus periods – English 11 and some solutions”. I would appreciate your support in completing all the following questions. 1. What do you think of the role of Pronunciation in learning English? a, Very important b, Important c, Neutral d, Not very important e, Not important 2. What is your purpose of teaching Pronunciation? (more than one choice) a, To help students to communicate better b, To provide students with the knowledge about English language c, To help students to get better results in the exam d, To help students distinguish the differences between English and Vietnamese e, Others: . 3. How do you find teaching pronunciation? a, Very interesting b, Interesting c, Neutral d, Not very interesting e, Not interesting 4. How difficult do you find Pronunciation in English 11? a, Very difficult b, Difficult c, Neutral d, Not very difficult e, Not difficult 5. You find Pronunciation difficult because of some following reasons: 36
16. Causes Strongly Agree Neutral Not Not agree strongly agree agree 1 The differences between Vietnamese and English Pronunciation 2 The influence of Vietnamese 3 Age factors 4 Amount of exposure 5 Phonetic ability 6 Attitudes and identity 7 Motivation and concern for good pronunciation 8 Others: (Please specify) 6. You find Pronunciation lessons in English 11 difficult because of some following reasons: Causes Strongly Agree Neutral Not Not agree strongly agree agree 1 The time for each lesson is too short 2 Practice lessons are boring and monotonous 3 There are too many relative rules and they are difficult to remember 4 There are so few reference books 5 The class is too crowded 6 There is no lab for foreign language class 37
17. 7 Teaching techniques are not attractive enough 8 Others: (Please specify) 7. In Pronunciation lessons, which techniques do you use in the presentation stage? How often do you use these techniques in the presentation stage? Techniques/ Frequency Always Usuall Sometime Seldom Never y s 1 List of relative rules 2 Use conversation 3 Use games 4 Use songs or poems 5 Use real situation 6 Use visual aid 7 Others: (Please specify) 8. In Pronunciation lessons, which techniques do you use in the practice stage? How often do you use these techniques in the practice stage? Techniques/ Frequency Always Usuall Sometime Seldom Never y s 1 Listen and repeat individual words 2 Listen and repeat phrases 3 Listen and repeat sentences 4 Listen and repeat conversation 5 Odd one out 6 Imitate a series of words, phrases or sentences 38
18. which have the same pronunciation pattern 7 Group words, phrases or sentences 8 Transcribe phonetically words, phrases, sentence or conversation 9 Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify) 9. In Pronunciation lessons, which techniques do you use in the production stage? How often do you use these techniques in the production stage? Techniques/ Frequency Always Usuall Sometime Seldom Never y s 1 Make sentences 2 Make conversation 3 Play games 4 Interview about personal activities 5 Others: (Please specify) 10. How do you like to use these techniques for each stage of teaching pronunciation? Techniques Like Like Neutra Not like Not very l very like at much much all Presentation stage 1 List of relative rules 2 Use conversation 3 Use games 39
19. 4 Use songs or poems 5 Use real situation 6 Use visual for situation 7 Others: (Please specify) Practice stage 1 Listen and repeat individual words 2 Listen and repeat phrases 3 Listen and repeat sentences 4 Listen and repeat conversation 5 Odd one out 6 Imitate a series of words, phrases or sentences which have the same pronunciation pattern 7 Group words, phrases or sentences 8 Transcribe phonetically words, phrases, sentence or conversation 9 Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify Production stage 1 Make sentences 2 Make conversation 3 Play games 4 Interview about personal activities 5 Others: (Please specify) -Thank you very much – 40
20. APPENDIX 3 CLASSROOM OBSERVATION SHEET Date: Class: Stage/ Procedures Techniques time Teachers’ work Students’ work 41