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 ?