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VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

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.

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VIETNAMESE LEARNERS’ PROBLEMS IN PRONUNCIATION

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

  2. 1. Introduction • Problems 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

  3. 2. Research questions • What are the common pronunciation problems of these subjects? • Which problems are hard to improve? • If they perceive their mistakes, can they improve their weaknesses?

  4. 3. Method A. Data collection • Class observation to identify the problems • Workshop: 3 stages - Input - Information process, Output: first recordings - Teacher’s feedback • Diagnose test after four months: second recordings • Comparison between the two recordings

  5. 3. Method (cont’d) B. Sites and participants selection • 58 primary school teachers from seven districts in Binh Duong Province 20%: BA degree in English 80%: 3-year diploma in English • Range of age: 40 – 53: 10% 22 – 39: 90%

  6. 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

  7. 4. Findings • Mistakes found in: Final consonants: monosyllabic language and multisyllabic language Challenging 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/

  8. 4. Findings (cont’d) • Stress and intonation: can be improved quickly • But experiencing the process: without stress and intonation  with stress and intonation  wrong stress and intonation (IIO)

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

  10. 5. Solution • IIO 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)

  11. 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

  12. THANK YOU • QUESTIONS ?

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