INTRODUCTION 1. Motivation of the study Nowadays, the tendency

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INTRODUCTION
1. Motivation of the study
Nowadays, the tendency of globalization has raised the important role of English
spectacularly. As a result, more and more people learn English as an international
communicative tool. In Vietnam, English has become an obligatory subject in
schools for many years. Vietnamese students study not only four language skills:
Listening, speaking, reading and writing but also language focuses including
grammar, vocabulary and pronunciation simultaneously in English courses.
However, they find difficult in communicating with native speakers and non-native
speakers as well and many foreigners have made comments that a large number
Vietnamese can speak English, yet a few have intelligible English pronunciation
which help them be understood easily by foreigners. In domain of international
communication, English speaking skill need to be proficient. The core of speaking
is producing sound and meaning intentionally. Mastering pronunciation is the
priority of speaking because “up to a in certain proficiency standard, the fault which
most severely Impairs the communication process in EFL/ESL learners is
pronunciation, rather than vocabulary or grammar, according to Hinofitis and Baily(
1980, pp.124-125).
Vietnamese students in High Schools learn pronunciation at language focus lessons.
In comparison to grammar and vocabulary, it is usually not paid much attention. In
forty-five minute classroom hour, it takes about from five to ten minutes for the
teachers to instruct the focused sounds and help their students practice them because
they need more time to study grammar. In a very short time, the teachers only can
guide the students to pronounce the noticed sounds in words and sentences by
modeling and repeating them, they don’t have enough time to instruct how
articulation the sounds employ and what articulators the sounds use and the learnt
sounds are rarely compared with similar Vietnamese sounds. The students mostly
listen to the teachers’ model, sometimes native speakers’ tape recording; however,
many teachers are not very proficient at pronunciation which leads to wrong input
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language. As a consequence, the students gradually find hard to take in real English
and perform correct pronunciation.
In term of language transfer, many learners use their mother tongue to help them
create their language system. Hardly can the students tell differences between
English texts and English sounds. They don’t know what sounds represent for what
letters and vice versa because they spend much time on English texts, using their
eyes to adsorb English not their ears. In process of learning pronunciation, English
sound need to be both the ears and the mouths work together and their brain helping
them remember the sounds. Many students borrow Vietnamese texts, as a mean of
storing English pronunciation in their book or note book, to correspondence to
English sound. How their ears and their brains perceive the English sounds is much
more important.
In real contexts, the students love to use most common used words. Thanking
people and replying to thanks, as a vivid example; when someone give them a hand
or receiving compliments, wishes of success, an offer of help, an invitation, they
usually respond as “thanks”, “thank you”. This seems to be simple and easy when
they use the word “thank’’. However, there are a dozen of both sad and happy
situations occurring when “thank” is performed. They often mispronounce “thank”
as “tank” or “sank” or “thanh” of Vietnamese. Imagining that how funny and
embarrassed they are when they say “sank you, my mother”. Pronouncing “mother”
is also a dizzy problem, replacing “mother” as “murder” for example. “Thank you,
my mother” become “Sank you, my murder” which is a horrible respond when their
mothers give praises on them. Speaking words such as “father and brother”, as
another example, are usually not performed beautifully by many students. The
problematic sounds which they are dealing with are /θ/ as in “thank” and /ð/ as in
“mother”, which can create many obstacles in both formal and informal
communication.
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Located at Tan Binh commune, Thanh Binh district, Dong Thap province, Thanh
Binh 2 high school is my old warmhearted school. As a future teacher, helping my
future students learn pronunciation well is my ambition. The fricatives /θ/ and /ð/
are really hard sounds which many students cream at, students at Thanh Binh 2 are
not an exception. Introduced at Unit 15 of English 10, the fricatives /θ/ and /ð/ need
to be paid more attention because they are first taught at high school. They will
learn consonant clusters containing fricatives /θ/ and /ð/ next grades. If they are not
guided carefully, many students will suffer from disaster’s /θ/ and /ð/ pronunciation.
“A good beginning makes a good ending”. Indeed, supporting the students at my
old school to get over the problems of pronouncing the two sounds is very
meaningful to me.
Because of these above reasons, I decided to do research on Thanh Binh High
School grade 10th students’ difficulties in learning two fricatives /θ/ and /ð/,
teachers’ obstacles of teaching the two sounds, entitled: “An investigation into the
pronunciation of the fricatives /θ/ and /ð/ experienced by the students of grade 10th
at Thanh Binh 2 high school – problems and solutions”. The study was conducted to
seek the answers to the question of what difficulties the students and teachers of
grade 10th at Thanh Binh 2 high school face when they learn and teach the fricatives
/θ/ and /ð/ pronunciation, what phonemes which the replace /θ/ and /ð/ with, what
solutions to the difficulties for both the students and the teachers.
2. Aims of the study
With the mentioned reasons, this study was conducted to gain some following
aims:
-Finding out realities of learning and teaching dental fricative /θ/ and /ð/ at Thanh
Binh 2 high school.
-Discovering what English sounds and Vietnamese sounds, which the students
replace /θ/ and /ð/ with.
-Making some suggestions for both teachers and students to overcome the
difficulties.
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3. Theory of the study
This study was conducted based on two following theories
- The students have difficulties in distinguishing /θ/ and /ð/ with other English
fricatives and plosives when listening to them in context.
- The students have substituted /θ/ and /ð/ for Vietnamese sounds: /t’/, /d*/ and
/s*/.
4. Research methods
In the process of doing the study, three research methods: classroom observation,
questionnaire, and experiment, were used to secure relevant information. First,
listening experiment was carried out. Then pre recording experiment was
conducted. Next, classroom observations were employed. Coming after that, the
students’ questionnaires delivered. After that, the researcher carried out teaching
experiments. Finally, post-recording experiment was put in action.
5. Scope of the study
The thesis focuses on research learning and teaching /θ/ and /ð/ pronunciation of
students’ grade 10th and teachers at Thanh Binh 2 High School. Because I have
practiced teaching four classes 10cb1, 10cb2, 10cb3, 10cb4 in my teaching practice
period, my study was only researched on the four classes.
6. Significance of the study
The study, the researcher’s ambition on doing educational scientific research, has
paid the researcher many experiences than before, has contributed certain benefits
for learning and teaching pronunciation. It is a chance for the researcher to do
scientific research, to practice writing skill, to enhance his social skills as well.
Because the thesis focused researching θ/ and /ð/, it helped the researcher
experiment his own methods of teaching /θ/ and /ð/. Consequently, the researcher
could seek good solutions for both teachers and learners when teaching and
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learning these challenging phonemes. Furthermore, the thesis is about to wake the
students up to see how crucial pronunciation is, and how interesting pronouncing
correctly /θ/ and /ð/ is. Many students will take pride on themselves when they can
pronounce /θ/ of a famous interjection “thank you” correctly, even more, can
speak /ð/ of wonderful words like “mother, father” wonderfully. In addition, it also
highlights difficulties of pronunciation /θ/ and /ð/. Accordingly, teachers will pay
more attention to these hard phonemes. In brief, the study brought advantages for
the researcher, teachers and students.
7. Related previous study
-The effectiveness of using game in teaching and learning pronunciation for grade
11 students at Sa Dec town high school by Do Nguyen Xuan Thao,
-Improving the pronunciation of English final sounds / k/, t ʃ/. / ʃ/,/θ/ and /dʒ/ for
the second- year students of bachelor of English at Dong Thap University by
Nguyen Thi Truc Giang.
Although the two studies have contributed to improving the students’
pronunciation, they are weak at methodologies of study, giving recommendations.
When analyzing the learners’ error pronunciation, Nguyen Thi Truc Giang just
used qualitative methods not quantitative ones. Also, Do Nguyen Xuan Thao did
not make clear pronunciation difficulties of the learners. They didn’t also focus on
researching /θ/ and /ð/.
8. Organization of the thesis
The present study comprises three parts. The first one is the introduction bearing
motivation of the study, aims of the study, scope of the study, the theory of the
study, research methods, and significance of the study, related previous studies,
and organization of the study. The second one is the content of the study which
includes three chapters. Chapter 1 is concerned about literature review, chapter 2
the methodology of the study, and chapter 3 the results and discussion. The last one
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is the conclusion of the study consisting of overview of the study, limitations of the
study, and suggestions for further research.
CHAPTER 1 LITERATURE REVIEW
This chapter presents some theories related to the study. It is made up of six
sections: introduction of pronunciation in general; introduction to English fricatives;
a brief introduction to Vietnamese consonants; comparison between /θ/, /ð/ and /t’ /,
/d*/, /s*/ of Vietnamese; factors influencing on studying pronunciation;
pronunciation teaching methodologies.
1.1 Pronunciation
1.1.1 Definition of pronunciation
Learning to speak a foreign language, English as an example, means dealing with a
new way of producing a wide range of new sounds. In term of both native and
nonnative speakers’ perception, it takes time to practice and produce them
comprehensibly. Producing sounds of speech with certain meanings refers to
pronunciation. Encarta Dictionary defines pronunciation as “the way in which a
sound, word, or language is articulated, especially in conforming to an accepted
standard’’. Another explanation, “Pronunciation is the act of uttering with
articulation; the act of giving the proper sound and accent; utterance; as the
pronunciation of syllables of words; distinct or indistinct pronunciation”, adapted
from Lac Viet dictionary can be more detail .Far beyond the spoken individual
sounds, pronunciation also conveys the soul of the language such as intonation,
stress words, rhythm and speakers’ unique voice quality. Because of varieties of
English, people can pursuit different English accents which they like. A model of
English pronunciation was used mostly is BBC English (British English); however
American English pronunciation is also popular. What models of English
Pronunciation can be used by the learners; comprehension by both native and non-
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native speakers is the ambitious goal of most of them.
1.1.2 The important role of pronunciation
Language is a magic communicating tool. People can communicate through spoken
language or written one as well. It is oral communication that people typically use
in not only daily life but also academic cases. Thus, pronunciation plays an
important role of communication. Clear and confident speech can enhance what we
speak even polish our unique characteristics. Kenworthy(1987, p34) stated that
“poor, unintelligible speech will make their attempts at conversing frustrating and
unpleasant both for themselves and for their listeners.”, so the goal of English
pronunciation is to be understood, to be proud of the ways we pronounce English.
Furthermore, good pronunciation can create many interests on listeners in
communication. When the listeners can taste the beauties of the speakers’ spoken
language through their ways of producing English sounds, they can comment that
“you have good English” or “you speak English so well”. What they primarily react
to the speakers is usually their pronunciation. Also, good pronunciation, sub-skill of
speaking skill, can be magic communicating attraction. As an example, in tourism,
both native and non native visitors would rather spend hours on listening to easilycomprehended spoken English of a tour guide than try to listen deadly choppy and
incomprehensible of a manager in
just thirty seconds since they are fell
comfortable and respectful. Therefore, good spoken English often creates much
attractive to listeners, regardless of whom the speakers are.
Pronunciation also plays an important role of both perceptive and productive
language skills. For the most part, speaking skill is the ability to produce the
comprehensible sounds. When learners have good spoken English, they easily
understand others and vise versa. No matter how good grammar and vocabulary the
speakers employ, they can be incomprehensible speaker when they earn much
pidgin pronunciation. In the process of speech, speaking and listening skill work
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together at the same time. Listening skill is very crucial if the listeners want to
respond the speakers appropriately. Both listeners and speakers can understand
together when their spoken language at a same interchangeable language rate. In
term of bottom up listening, people need to have ability to decode spoken language
based on their phonetic ability. As a sequence, perfect pronunciation is convenient
for both listeners and speakers.
In short, pronunciation is very essential for learners in both foreign communication
and language skill improvement. The better pronunciation they gain the better
speakers they are. When their pronunciation is more proficient, their
communication will be more effective, their listening skills and speaking ones are
good as well.
1.2 The brief introduction to English fricative consonants
Roach, P (1999, p34) defined “fricatives are consonants with characteristics that,
when they are produced, air escapes through a small passage and makes a hissing
sound”. Another explanation by Kennedy, G (2000, p123), “the airflow can be
made turbulent in friction, thus producing fricative consonants”, can be clearer.
Nine fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/ are described with terms of place
of articulation, manner of articulation, and degree of noise in the following table
below
Table 1.2 English fricatives
Degree of
noise
Place of articulation
Labiodentals Dental
voiceless
f
θ
s
Post- alveolar
Glottal
h
ʃ
voiced
v
ð
z
ʒ
1.2.1 Dental fricative /θ/ and /ð/
Alveolar
Manner of
articulation
Airflow
released
through a
constricted
passage
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In English, combination of two letters t and h is very popular in English. They stand
for one of two different sounds:
-The voiced dental fricative /ð/
-The voiceless dental fricative /θ/
The popularity of /θ/ and /ð/ is shown in the below table, according to Kennedy, G
(2000, p 100).
Table 1.2.1a Frequency of English phonemes
The /θ/, /ð/ phonemes exist at three positions: initial position, medial position, final
position in word, are shown at the below tables
The /θ/ phoneme
Table 1.2.1b Positions of phoneme /θ/ in word, adapted from
http://vi.englishcentral.com/pronunciation/sound/TH
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Initial
*At the beginning
of content words
bearing ‘th-’, e.g.
thing, thank,
thought
/θ/
Positions
Medial
Final
*Compound words * Nouns and
in which the first
adjectives ending
element ends or the with “-th”, e.g.
second element
teeth, width,
begins with th”:
warmth, width,
e.g. bathroom,
strength, etc.
anything, nothing,
* Cardinal
something
numbers ending
* The adjective
with “-th”: e.g
suffix -y normally fourth, fifth, sixth,
leaves terminal /θ/ ect
unchanged: earthy,
healthy, pithy,
stealthy, wealthy
Exception
-The th is
pronounced /t/ in
Thailand, Thomas ,
Thames
- The only other
native words with
medial /θ/ would
seem to be brothel
and Ethel.
* Most loan words
- From Greek:
athlete, cathedral,
anthem, Athens,,
etc.
- From Latin:
author, authority,
Bertha, etc.
- From Celtic
languages: Arthur,
Abernathy,
Abernethy, etc.
- From Hebrew:
Ethan, Jonathan,
Bethany, etc.
- From German:
Luther
- Worthy and
swarthy have /ð/.
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The /ð/ phoneme
/ð/
Initial
*At the beginning
of the function
words including
-5 demonstratives:
the, this, that,
these, those, etc.
Positions
Medial
*Between vowels,
e.g.: mother,
father, brother,
either, rather.etc
*-th preceded by
/r/, e.g.:
- 2 personal
Worthington,
pronouns each with farther, further,
multiple forms:
northern, etc.
thou, thee, thy,
thine, thyself; they, *-th followed by
them, their, theirs, /r/, e.g.: brethren
themselves, etc.
* Greek words
with the
-7 adverbs and
combination -thm-:
conjunctions:
algorithm,
there, then, than,
logarithm, rhythm.
thus, though,
Also asthma, etc.
thence, thither.
Exceptions
Final
*Verbs ending in a
dental fricative
usually have /ð/,
and are frequently
spelled “the”:
bathe, breathe,
clothe, loathe,
scathe, scythe,
seethe, sheathe,
soothe, teethe,
tithe, wreathe,
writhe, etc.
-Various
compound adverbs
based on the above
words: therefore,
thereupon, thereby,
thereafter,
thenceforth, etc.
Table 1.2.1c Positions of phoneme /ð/ in word, adapted from
http://vi.englishcentral.com/pronunciation/sound/TH
1.2.1.1 The features and mispronunciation of /θ/
*Place and manner of /θ/ pronunciation
- “-th” of with,
bathed, bathing,
bathes; frothing
has either /θ/ or /ð/.
- Froth has either
/θ/ or /ð/ as a verb,
but only /θ/ as a
noun.
- Blithe, booth,
scythe, smooth
have either /ð/ or
/θ/.
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The /θ/ sound has been described in term of place of articulation and manner of
articulation,
degree
of
noise,
adapted
from
http://www.learning-english-
online.net/areas/pronunciation/the-english-th/
-Its manner of articulation is fricative. That means the sound is produced by letting
air flow through a narrow channel at the place of articulation. In comparison to the
voiced /ð/, the /θ/ is pronounced by making more air flow.
-Its place of articulation is dental. However, in contrast to /ð/, the sound is
pronounced with the blade of the tongue resting against the lower part of the back
of the upper teeth. The tip of the tongue sticks out of the mouth slightly.
-Its phonation (degree of noise) is voiceless. That means the sound is produced
without vibrations of the vocal cords.
It can be more visual when the /θ/ is described by the picture below, according
Jonathan Marks (pp 38)
Picture 1.2.1.1a Place and manner of articulation of /θ/
When spoken /θ/ is analyzed by speech analyzer program, the sound is much more
graphic.
Picture 1.2.1.1b Waveform and frequency of /θ/
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**Mispronunciation of /θ/
Many learners have replaced /θ/ with /s/, /t/ because they don’t know how their
articulators work when pronouncing /θ/. Most of the learners have difficult in /θ/ at
beginning and final positions. They tend to substitute /θ/ with /t/ at the beginning
position and /s/ at the ending positions. These pictures, as an example, according to
Lisa Mojsin, (pp44-47) give a comparison /θ/ with /s/, /t/ can be make clear their
problems.
Picture 1.2.1.1c A comparison between /θ/ and /t/ in term of place of articulation
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The picture shows that /θ/ employs dental articulator (inter-dental) to make the
sound but /t/ earns alveolar one. In addition, /t/ is plosive while /θ is a fricative.
Picture 1.2.1.1d A comparison between /θ/ and /s/ in term of place of articulation
The picture also illustrates that /θ/ is different from /s/ in term of place of
articulation. The /θ/ is pronounced at inter-dental position, but /s/ is pronounced at
alveolar position though the two sounds are fricatives.
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1.2.1.2 The features and mispronunciation of /ð/
*Place and manner of /ð/ pronunciation
The sound /ð/ has the following features described by http://www.learning-englishonline.net/areas/pronunciation/the-english-th/
-Its manner of articulation is fricative. That means the sound is produced by letting
air flow through a narrow channel at the place of articulation.
-Its place of articulation is dental. That means the sound is articulated with the tip
of the tongue against the back of the upper teeth.
-Its phonation (degree of noise) is voiced. That means the vocal cords vibrate
during the articulation.
It can be more visual when the /ð/ is described by the picture below, according
Jonathan Marks (2000, pp 38)
Picture 1.2.1.2a Place and manner of articulation of /ð/
When spoken /ð/ is analyzed by speech analyzer program, the sound is much
more graphic.
Picture 1.2.1.2.b Waveform and frequency of /ð/
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**Mispronunciation of /ð/
Majority of learners have replaced /ð/ with /d/ because they don’t know how their
places of articulation work when pronouncing /ð/, and they can hear /ð/ be similar
with /d/. Most of the learners have difficult in /ð/ at all positions, especially the final
position. They usually omit /ð/ at the final position. Furthermore, they tend to
substitute /ð/ with /d/ at the initial position, medial one. Even worse, the final /ð/
position is often omitted. The picture, as an example, according to Lisa Mojsin,
(pp44-47) gives a comparison /ð/ with /d/ can state more explicitly their difficulties.
Picture 1.2.1.2c A comparison between /ð/ and /d/ in term of place of articulation
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The picture demonstrates the differences from place of articulation of /ð/ and /d/.
The voiced /ð/ is pronounced with tongue placed at inter-dental position whereas
the voiced /d/ is pronounced with tongue placed at alveolar one.
1.3 The brief introduction to Vietnamese consonants
Thien Thuat, D stated that Vietnamese owns 30 consonants, including 22 initial
consonants and 8 final ones. Vietnamese do not have any medial consonants .The
consonants are shown in two tables below
Table 1.3a Initial Vietnamese consonants, according to Thien Thuat, D ( 1995,
p34)
Lamina l
Place of articulation
Labial
Flat
Manner of articulation
Obstruent
Voiceless
t
Unasp ir ated
Voiced
Radical
Glottal
c
k
?
t’
Asp ir at ed
Plos ive
Dor sal
Retr of lex
b
d
ʈ
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Sonant ( Nasal)
Obstruent
Fr icative
ɲ
ŋ
m
n
Voiceless
f
s
ʂ
x
Voiced
v
z
ʐ
ɣ
Sonant ( Later al)
l
Table 1.3b Final Vietnamese consonants, according to Thien Thuat, D ( 1995,
p37)
Laminal
Point of articulation
Labial
Laminal
Dorsal
p
t
k
Non-nasal
m
n
ŋ
Nasal
u
Manner of articulation
Obstruent
Sonant
i
In addition, Vietnamese, a monosyllabic language, has some distinct
phonology features of consonants:
-Final consonants are not pronounced
-Medial consonants are not pronounced
-No consonant clusters are in Vietnamese consonants
-Linking and assimilation of consonants are not found in Vietnamese contexts.
h
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’
1.3.1 Pronunciation features of /t /, /d*/, /s*/ of Vietnamese
1.3.1.1 The features of / t’ / pronunciation
Based on table 1.3a Initial Vietnamese consonants, /t’/ is the voiceless aspirated
flat laminal (alveolar or apico-dental) plosive consonant; it is produced with a
strong aspiration. And phoneme /t’/ is an initial consonant, In Vietnamese, the
combination between letter t and h is ‘th’ corresponded to /t’/, ex: thi: ‘to take an
exam’; thơ : ‘poetry’; thắng : ‘to win’.
1.3.1.2 The features of /d*/ pronunciation
Table 1.3a Initial Vietnamese consonants shows that the phoneme /d*/ is the
obstruent, voiced unaspirated, flat laminal (alveolar) plosive consonant. Phoneme
/d*/ is also an initial consonant. In Vietnamese, the letter “đ” is stood for /d*/, Ex:
đi: ‘to go’; đầu : ‘head’; điếc : ‘dead’.
1.3.1.3 The features of /s*/, /ʂ/ pronunciation
Table 1.3a Initial Vietnamese consonants demonstrates the two similar fricatives
- /s*/ is the voiceless flat laminal (post-dental sibilant) fricative. In Vietnamese the
letter “x” is corresponded phoneme /s*/ E.g.: xé (to tear); xấu (ugly); xin (to ask
for).
-/ ʂ / is a voiceless fricative articulated like the English /s*/ with laminal retroflexion of the top of the tongue back further behind the alveolar ridge with weak
friction; In Vietnamese, the letter ‘s’ stands for /ʂ/. E.g.: số (number); sai (wrong);
sướng (happy).
In reality, many southern Vietnamese cannot distinguish /s/ and /ʂ/, so the two
phonemes
can be considered the same. They are simply described as voiceless
laminal fricatives. In order to do conduct the thesis easily, the researcher
intentionally equalized /s*/ and /ʂ/ as /s*/.
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1.4 The comparison between /θ/, /ð/ and /t’ /, /d*/and /s*/ of Vietnamese
The table 1.4 A comparison between /θ/, /ð/ and /t’ /, /d*/ and /s*/ of Vietnamese
Vietnamese /t’ / and /d*/, /s*/
English /θ/ and /ð/
Fricative
/θ/
/ð/
Plosive
Represented
letters
Phoneme
position in
word
/s*/
/t’/
/d*/
th
th
th
đ
s, x
Initial,
medial,
final
Initial,
medial,
final
Initial
Initial
Initial
The table concerns some basic pronunciation features of English /θ/ and /ð/ and
Vietnamese /t’/ and /d*/, /s*/. From the table, the phoneme /θ/, /ð/ and Vietnamese
/s*/ are fricatives. When /θ/ is pronounced, it makes hissing sound and /s*/ also
shares the same characteristics. However, /θ/, /ð/ employ dental articulator, /s*/
earns laminal blade of tongue. In addition, the /θ/, /ð/ are inter-dental fricatives
whereas /t’/, /d*/ are alveolar plosives. Vietnamese students often confuse /θ/ and
/t’/ because they have the same represented letter ‘th’. They also hardly distinguish
/ð/ and /d*/ as well. The Vietnamese phonemes: /t’/, /d*/, /s*/ are just appeared at
the initial positions in words while /θ/, /ð/ are found at all positions.
1.5 Factors influencing on studying pronunciation
1.5.1 Native language
The mother tongue is the most influential factor effecting learners’ pronunciation.
Because learners are familiar with their own spoken languages, they easily fall back
on their languages to pronounce English. Accordingly, their spoken English have
distinct characteristics of their mother tongues. Vietnamese speakers, as an
example, who have unpronounced final consonants in their language, enviably meet
difficulty in pronouncing final English sounds, commented by Hammer (1991,
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pp183). It is true that the more different sound systems of their languages from
English are, the more difficult they can acquire English pronunciation.
1.5.2 Age
Age deserves to be a concerning factor. According to Kenworthy, age is not the
crucial only factor that affects learning or improving pronunciation abilities of
learners. As many linguistic experts believed that adults acquire English
pronunciation slower than young children. And they usually have foreign accent
while the children often achieve native-like pronunciation. As Krashen (1988; p43)
stated that acquirers who begin to exposure to a second language during childhood
generally achieve higher second language proficiency than those beginning as
adults. However, this does not mean that no adults can achieve native-like
pronunciation. Brown (1992) represented that adults will be able to learn second
language phonology as well as children do, in a direct way, using a traditional listen
and repeat exercises, minimal pairs in the context of the sentences, conversation and
role playing. In short, both young learners and adults can achieve good
pronunciation.
1.5.3 English exposure
The more time English learners can interact with spoken English, the more
determiner of acquisition of good pronunciation they gain. It is very advantageous
to live in an English speaking country in a period of time. When listening to real
English and receiving feedbacks on their pronunciation, they can improve their own
English sound systems. Gradually, they can perform English successfully.
However, not everyone who learns English can luckily live in a real spoken English
country. As compensation, they fulfill their English environment by listening to
native speakers more often. A practical way making up English shortage is listening
to English, chatting with English speakers on internet, as an example. In brief, the
learners can improve their pronunciation if they spend more time on interchanging
spoken English.
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1.5.4 Phonetic ability
The learners’ phonetic ability pays more success on acquisition of good
pronunciation. Kenworthy (1987) presented that every human being has ability to
imitate sounds, but some people are capable of seeing the difference between them
than other people, which means that they own good phonetic ability than other.
Therefore, they can imitate spoken English more accurately. More interesting, many
learners can speak like famous English speakers, Bill Clinton, as an example. In
short, everyone has phonetic ability but various.
1.6 Pronunciation teaching methodologies
Language teaching methodology has developed dramatically. English now is taught
mainly through communicative approaches. Consequently, many teachers of
English have paid more attention to spoken English not written one and learners
need to spend more time on listening and speaking English than before. In old
grammar translation method, the learners can be considered as deaf and mute
English learners. In matter of English speaking, they were not able to pronounce
English correctly. If the teachers want their students perform good spoken English,
their teaching pronunciation methodology needs more consideration.
Having good teaching pronunciation methodology, the teachers initially need to
perfect their important roles of teaching pronunciation. The most crucial role of the
teachers is to help their learners perceive the sounds because “learners will have
strong tendency to hear the sounds of English in terms of the sounds of their native
language”, according to Joanne Kenworthy (1987, p1). Since the teacher is the
magic powerful controllers in class, they help the learners with enormous things
such as helping those making sounds by explaining the sounds or giving some hints,
providing feedbacks on their pronunciation, pointing out what is going on,
establishing priorities, devising activities, assessing progress. When the teachers can
manage these stuffs successfully, they will be able to help their students a lot.
No matter what methods and approaches the teachers use to teach English
23
pronunciation, they aim that their students can produce intelligible pronunciation,
which means that their students can speak comprehensible English at a given time
in a given situations. As a sequence, the keys of pronunciation teaching is that the
teachers have to be smart to decide when to teach pronunciation, what
pronunciation techniques they employ, what models of pronunciation they follow.
In short, teaching pronunciation is hard task. And teachers are the crucial factor
helping the learners to learn pronunciation. Methodologies of teaching
pronunciation are important but how the teachers use them, which is much more
important.
CHAPTER 2 METHODOLOGY
This chapter provides the general description of how the study has been conducted.
The chapter comprises five sections: research questions, research participants, data
collection instruments, research procedure, and techniques of data analysis.
2.1 Research questions
The study makes great efforts to seek the answers to the three following questions:
(1)What problems can the students and teachers at Thanh Binh 2 high school face
when learning and teaching /θ/ and /ð/?
(2)What phonemes the students replaced /θ/ and /ð/ with?
(3)What solutions to the problems for both teachers and the students?
2.2 Research participants
2.2.1 The researcher
The researcher is Nguyen Van Sang Em, a fourth year student of English
DHSANH08A Class, at Foreign Language Department, Dong Thap University.
2.2.2 The participants of the study
2.2.2.1 The students
24
There are 427 students (320males and 107 females) in Thanh Binh 2 High School.
The teachers all commented that most of the grade 10th students were not good at
English, particularly at speaking. In fact, there were only 2.35% of the students
getting over 5 marks in English in the school’s entrance exam. This is shown in the
figure below.
The students ' score of English in the entrance exam in
2011
2.35%
8.67%
Above 5
23.89%
65.11%
Above 4 to 5
Above 3 to 4
Below 3
Figure 2.2.2.1 The students’ scores of English in the entrance exam in 2011
2.2.2.2 The teacher
There are five teachers of English, who are teaching English 10 at Thanh Binh 2
High School. Two are male, and three female. Their teaching experience ranges
from 2 to 10 years. In general, they are experienced teachers. The five all teachers
are researched.
2.3 Data collect instrument
In the process of doing the study, three research methods: classroom observation,
questionnaire, and experiment, which were used to secure relevant information.
First, listening experiment was carried out to check how well the students perceive
/θ/, /ð/ and distinguish them with other English sounds. Then, pre recording
experiment was carried out to check how well the students can pronounce /θ/, /ð/, to
find out what English sounds and Vietnamese ones they students replace /θ/, /ð/,
with. Next, classroom observations were employed to examine the realities of
25
teaching and learning /θ/, /ð/. Following that teachers’ questionnaires were
delivered to check realities of teaching /θ/, /ð/, to analyze the textbook the textbook
as well. Coming after that, the students’ questionnaires delivered to check realities
of learning /θ/, /ð/. After that, the researcher performed teaching experiments on
unit 14, lesson E language focus lesson focusing teaching /θ/, /ð/. Finally, postrecording experiment was carried out to check how proficient
the students
pronounce /θ/, /ð/, to compare the students’ proficiency of the classes taught by the
teachers and of the classes taught by the researcher.
2.3.1 The questionnaire
Questionnaires are believed to help researchers save a lot of time since “They are
self-administered and can be given to large groups at the same time” (Salinger &
Elena, 1989). The information can be obtained easily without the researcher’s
presence. Moreover, respondents including teachers and students may feel free to
answer the questions since their anonymity is assured. Because of the above
reasons, the questionnaires were employed in the study.
2.3.1.1 The questionnaire for teachers
The questionnaire (see appendix 2) consisting 22 items was designed for five
teachers of English. The aims of the questionnaire are described as follows:
Items 1, 2 are to find out the teachers’ attitudes towards the teaching pronunciation.
Item 3 is to find out how much time which the teachers use to teach fricatives /θ/
and /ð/ of language focus lesson.
Item 4, 5 are to discover teachers’ opinion about teaching /θ/ and /ð/ in language
focus lesson.
Item 6, 7, 8 are to investigate teachers’ opinions about bettering textbook.
Item 9, 10, 11 are to figure out the teachers’ combination with other lessons to teach
/θ/ and /ð/.
Item 13, 14, 15, 16, 17, 18, 19, 20, 21 are to investigate the teachers’ hints of
teaching /θ/ and /ð/.
26
Item 22 is to survey what pronunciation activities the teachers often used to teach
/θ/ and /ð/.
2.3.1.1 The questionnaire for students
The other questionnaire (see appendix 1) consisting 17 items was designed
for
students. To preventing students’ difficulties from misunderstanding the questions,
the students’ questionnaire translated in Vietnamese (see appendix 7). The
questionnaire was handed out to 140 students (82 female, 60 male) of four classes:
10cb1, 10cb2, 10cb3, 10cb4 and only 140 questionnaires were collected. The
questionnaire investigates students’ attitude to English learning in general, English
pronunciation, and realities of students’ study /θ/ and /ð/pronunciation. The aims of
the questionnaire are described as follows:
Item 1, 2, 3 are to investigate the students’ attitude to English learning and English
pronunciation.
Item 4 is to survey the students’ psychology to learning pronunciation with their
teachers.
Item 5 is to investigate the students’ ways of learning English pronunciation.
Item 6, 7, 8, 9, 10, 11, 12 are to investigate realities of English environment to
students.
Item 13 is to survey the students’ interests in lessons teaching /θ/ and
/ð/pronunciation.
Item 14 are to find out what the students take note in lessons teaching /θ/ and
/ð/pronunciation.
Item 15 is to investigate students’ use of IPA to transcribe /θ/ and /ð/ pronunciation.
Item 16, 17 are to discover realities of describing θ/ and /ð/.
2.3.2 The classroom observation
Classroom observation is believed to provide researchers with rich and authentic
data. The purposes of observations are to crosscheck data from the future
questionnaires as well as investigate how pronunciation activities, warm up
activities are applied and how they affect on students’ /θ/ and /ð/ pronunciation. To
27
prevent teachers and students from preparing themselves, the exact objectives of the
observation was not informed to them in advance.
Four forty- five minute classroom hour observations were conducted on language
focus lessons taught by the two different teachers of English 10. Unfortunately, unit
15 Cities teaching /θ/ and /ð/ of English 10 was removed to lighten the course, so
the researcher suggested these teachers taught /θ/ and /ð/ in unit 12 Film and
Cinema, unit 14 The World Cup. In order to observe simply, observation sheets
were designed to record the information (see appendix6).
2.3.3 The experiment
It is believed experimental methods are very helpful ways to evaluate the study if it
is successful. In the process of doing the study, three experiments: listening
experiment, teaching experiment, recording experiments, were carried out.
2.3.3.1 Listening experiment
Many linguistics experts believed that the input language is very important to
acquire good pronunciation. As Stephen Krashen (1992.p234) asserted that
comprehensible input is all that is necessary for second language acquisition.
Spoken English is the most crucial factor effecting the students’ pronunciation.
The listening experiment was employed to check the students’ ability of perceiving
/θ/ and /ð/ and distinguishing with other English consonants. The listening
experiment checks the students’ distinguishing /θ/ with /s/; /θ/ with /t/ /; /θ/ with /f/;
/ð/ with /d/; /ð/ with /z/; /ð/ with /v/ at the initial and final positions in words .The
medial position was not included because there are not many minimal pairs
obtaining the target sound pairs. When the students cannot distinguish /θ/ and /ð/
with the experimental sounds, they have tendency to substitute /θ/ and /ð/ with
them. As a result, the listening experiment predicts the students’ errors of /θ/ and /ð/
pronunciation. It also oriented to redesign recording experimental samples when
conducting recording experiment, to decide suitable pronunciation activities when
running teaching experiment later. The listening sample is shown at appendix 3 (see
appendix 3).
28
Listening experiment was carried out on four classes 10cb1, 10cb2, 10cb3,
10cb4.
2.3.3.2 Teaching experiment
Gu (2003) stated that personalities including language proficiency, gender, and age
are the most important factors that influence one’s success as a language learner.
Therefore, it is essential to consider those factors considerately before teaching
experiment so that the experimental results will be trustworthy. Two classes: 10cb3,
10cb4, taught /θ/ and /ð/ by the researcher, were selected as the experimental
groups. Also two classes: 10cb1, 10cb2, taught /θ/ and /ð/ by two teachers of
English 10, were as the control groups.
Table 2.3.3.2 Some information about 10cb1, 10cb2, 10cb3, 10cb4
Items
10cb1,10cb2
10cb3,10cb4
72
68
Gender (Male/Female)
30/42
27/41
Age
15-16
15-16
3.01
3.6
Number of students
Average score of English
in the entrance exam
The teaching experiment was carried out on Microsoft PowerPoint to the two
classes 10CB1, 10CB2. The researcher taught 10cb3 /θ/ and /ð/ in lesson speaking
of unit 12 Music. The class 10cb4 was taught /θ/ and /ð/ in language focus lesson 14
The World Cup.
It took fifteen minutes for the researcher to teach /θ/ and /ð/ in the two lessons. The
warm up activities were combined with pronunciation activities. The warm up and
pronunciation activities of unit 12 Music and unit 14 The World were shown in CD
accompanied with the thesis (watch attached CD).
29
2.3.3.3 Recording experiment
The recording method is a very useful tool to evaluate students’ pronunciation.
It also helped the researcher compare the pronunciation of 10cb1, 10cb2 with
10cb3, 10cb4.
2.3.3.3.1 Pre recording
The four classes 10cb1, 10cb2, 10cb3, 10cb4 was chosen to carry out the
experiment. The pre recording was carried out to check how well the students
pronounced /θ/ and /ð/, to evidence the students’ error pronunciation, to confirm the
listening experiment as well. It was carried out with a recording sample formed in
two parts: reading individual words containing /θ/ and /ð/, reading sentences using
words comprising /θ/ and /ð/. There are carefully-selected 18 words which are very
popular. The words are shown at the below table
Table 2.3.3.3.1a Phoneme’s position of individual words in pre recording sample
/θ/
/ð/
Number and phoneme’s position
Number and phoneme’s position
3
3
3
3
3
3
Initial
position
Medial
position
Final
Initial
position
Medial
position
Final
position
Think
Something
Anything
Month
The
Mother
Mouth
This
Math
There
Brother
Father
With
Breathe
Three
Thank
Nothing
position
Clothe
There are 14 sentences using 24 common words containing/θ/ and /ð/. These are
shown below
Table 2.3.3.3.1b Words bearing /θ/ and /ð/ used in sentences in pre recording
sample
30
/ θ/
/ð/
Number and phoneme’s position
Number and phoneme’s position
4
4
4
4
4
4
Initial
position
Medial
position
Final
Initial
position
Medial
position
Final
position
Thought
Something
Anything
Bathroom
Math
The
Breathe
Death
Those
There
Mother
Father
Weather
Worthy
Thank
Thursday
Think
Birthday
position
Tenth
Mouth
They
Both
Bathe
Clothe
Moreover, the researcher used four sentences (1, 2, 3) using minimal pairs of /θ/ and
/ð/ to check the distinguish /θ/ with /t/, /θ/ with /s/, /ð/ with /d/. Those minimal pairs
were employed based on predictions of the listening experiment. Intentionally, the
number of words using /θ/ and /ð/ are equalized by the researcher so as to collect
and analyze the data easily later. The full pre recording sample was added in
appendix 4(see appendix 4).
2.3.3.3.2 Post recording (see appendix 5)
The post recording is to compare the pronunciation of experimental 10cb1, 10cb2
group and control 10cb3, 10cb4 group. The format is like pre recording.
2.4 Research procedure
The data collection was conducted in the following basic steps taken at different
period to ensure the progress of the research.
Step 1: Writing the thesis proposal (1/11/2011 – 31/12/2011)
Step 2: Contacting the participants (30/01/2012 – 12/02/2012)
Step 3: Carrying out the research methods (05/03/2012-24/03/2012)
The process of research methods is shown below
31
Table 2.4 The process of research methods
Time
Participants
Research
The
methods
researcher’s
tasks
5→9/03
The students The
of
Listening
10cb1, researcher
First,
The
researcher
10cb2,
explained
the
10cb3, 10cb4
listening
test.
Then,
took
turn to
play
minimal pairs
11/03
The students The
of
Pre recording
10cb1, researcher
The researcher
recorded
the
10cb2,
four classes by
10cb3, 10cb4
recorder
program
13- 14/ 03
The
two The
Observation
The researcher
teachers, the researcher
observed
students
language focus
of
10cb1, 10cb2
two
lessons
teaching
/θ/and/ð/
delivered
two
by
different
teachers
15/03
The students The
Teaching
The researcher
of
experiment
gave
10cb3, researcher
two
32
10cb4
language focus
lessons
teaching
/θ/,
/ð/
15-17/03
The
five The
teachers
Questionnaire
researcher
The researcher
delivered
questionnaires
to
the
five
teachers
who
are
teaching
English 10
18-20/03
The students The
of
22-24/03
Questionnaire
10cb1, researcher
The researcher
delivered
10cb2,
questionnaires
10cb3, 10cb4
to the students
The students The
of
Post recording The researcher
10cb1, researcher
recorded
10cb2,
students’/θ/,
10cb3, 10cb4
/ð/
the
pronunciation
performed by
10cb1, 10cb2,
10cb3, 10cb4
Step 4: Analyzing the data and write the report (31/03/2012 – 5/05/2012)
2.5 Techniques of collecting and analyzing data
The study employed many modern technologies: Natural Reader program, Recorder
program, Speech Analyzer program, Microsoft Excel.
-Composing sample listening sample with Natural Reader program
33
- Recording the students with laptop helping with Recorder program and headphone
hardware attached microphone.
- Analyzing the students’ pronunciation error by Speech Analyzer program
- Analyzing data with Microsoft Excel.
CHAPTER 3 RESULTS AND DISCUSSIONS
3.1 Results
3.1.1 Result of listening experiment
The researcher let the students listen to spoken minimal pairs made by natural
reader program. The result is shown below
Table 3.1.1 The students’ ability of distinguishing minimal pairs of /θ/, /ð/
No
Minimal pairs
Options, number and percentage
Same
Different
1
Face- faith
128
91.4%
12
8.6%
2
Thing –Sing
2
1.4%
138
98.6%
3
Thought- Taught
130
92.9%
10
7.1%
4
Fink – Think
0
0%
140
100%
5
Bat- Bath
2
1.4%
138
98.6%
6
Dare- there
139
99.3%
1
0.7%
7
Breathe - Breed
112
80%
28
20%
8
Clothe- close
10
7.1%
130
92.9%
9
That – Vat
0
0%
140
100%
The table evidences that students had difficulties in distinguishing phonemes: /s/ vs.
/θ/; /t/ vs. /θ/; /d/ vs. /ð/. Initially, the students could not recognize the difference
between face and faith (128-91.4%). Although they met difficulties in final /s/ vs.
/θ/, they could tell the difference of thing-sing (138-98.6%).The minimal pair
34
thought-taught was another problem. There were 130 students out of 140 (130-92,
9%) ticking same. In contrast, the students could figure out difference of bat and
bath (138-98.6%).Then, the experimental minimal pair: dare-there was also hard to
the students. There were 139 students (139-99.3%) choosing the same scale.
Finally, the students could pick the rest minimal pairs out. In brief, the students got
stuck at making clear minimal pairs bearing /s/ vs. /θ/; /t/ vs. /θ/; /d/ vs. /ð/ at the
both initial and final position of words.
3.1.2 Result of pre-recording experiment
The pre recording was carried out with 140 students. The students read 18 words
containing / θ/, /ð/ and 14 sentences using words containing /θ/, /ð/. The results are
shown below
Table 3.1.2a The percentage of right /θ/, /ð/ pronunciation of the students in
individual words and in sentences
/ θ/
Initial
Medial
Final
N(2)
%
N
%
N
%
0
0
0
0
0
0
/ð/
Initial
Medial
Final
N
%
N
%
N
%
0
0
0
0
0
0
Figure 3.1.2a Substitution /θ/ with other English, Vietnamese consonants and /θ/
omission in sample individual words and in sentences of the students.
(2) N is stood for countable number
35
Students' substitution / θ/ with English and Vietnamese
consonants and / θ/ omission
100%
140
97,9%
82.9%
120
100
Initial
Medial
80
Final
60
40
13.5%
20
2.1%
3.6%
0
/t/
/s/
/f/
/t'/
/s*/
Omitted
The figure shows that students replaced /θ/ with both English and Vietnamese
consonants, omitted /θ/. With English consonants, the students replaced /θ/ with /t/
and /s/ but a few students mispronounced (3 out of 140 (2.1%) students substitute
/θ/ with /t/ at the initial of a word; 5-3.6% students exchanged /s/ for /θ/ at the
final).With Vietnamese consonants, they substituted /t’/ and /s*/ for /θ/. Majority of
the students replaced /t’/ for /θ/ at the both initial and medial position (137-97.9%)
students obtained initial, 140(100%) students obtained medial).They also replaced
/s*/ for /θ/ at the final (19-13.5% students). The final /θ/ is really tricky because the
students did not only replace it with /s/, /s*/ but also omitted it. There are 116(82.9%) students left /θ/ out. Generally speaking, the students got deep influence on
Vietnamese when pronouncing /θ/.
Picture 3.1.2b Waveform and frequency of a male student’s pronunciation of the
word “something”
36
Picture 3.1.2c Waveform and frequency of a male native speaker’s
pronunciation of the word “something
37
Picture 3.1.2d Waveform and frequency of a male student’s pronunciation of the
word “mouth”
Picture 3.1.2e Waveform and frequency of a male native speaker’s pronunciation of
the word “mouth”
38
Picture 3.1.2f Waveform and frequency of a female student’s pronunciation of the
word “math”
Picture 3.1.2g Waveform and frequency of a female native speaker’s pronunciation
of the word “math”
39
Figure 3.1.2h Substitution /ð/ with other English, Vietnamese consonants and /ð/
omission in sample individual words and in sentences of the students.
Students' substitution /ð/ with English and Vietnamese
consonants and /ð/ omission
97.1%
140
100%
95%
120
100
Initial
Medial
80
Final
60
40
20
2.9% 5%
0
/d/
/z/
/v/
/d*/
Omitted
The figure illustrates that students replaced /ð/ with both English and Vietnamese
consonants, omitted /ð/. With English consonants, a few students replaced /ð/ with
/d/ at initial and medial positions. (4 out of 140( 2.9%) students substituted /ð/ for
/d/ at the initial, 7 out of 140(5%) students exchanged /ð/ for /d/ at the final).With
Vietnamese consonants, they substituted /d*/ for /ð/. A large number of the students
replaced /ð/ for /d*/ at the both initial and medial position (136 students (97.1%)
obtained initial, 133 students (95%) obtained medial. Like final /θ/, the final /ð/ is
extremely hard phoneme because all the students omitted it. Generally speaking, the
students got deep influence on Vietnamese when pronouncing /ð/.
Picture 3.1.2i Waveform and frequency of female student’s pronunciation of the
word “the”
40
Picture 3.1.2j Waveform and frequency of a female native speaker’s pronunciation
of the word “the”
41
Table 3.1.2k the students’ right pronunciation of experimental minimal pairs in
sentences
Experimental minimal
pairs in sentences
Thought -Taught
Number of the students’
right pronunciation
0
%
Mouth- Mouse
0
0
They-Day
0
0
0
The table shows that no students could pronounce /θ/, /ð/ in experimental minimal
pairs in sentences correctly. As a tendency, they did not only mispronounce /θ/, /ð/
but also replaced /t /, /s/, /d/ of experimental minimal pairs for /t’/, /s*/ /d*/
Figure 3.2.1l The students' replacement of /t/, /s/, /d/ for /t'/, /d*/, /s*/ and
omission of /t/, /s/, /d/
The students' replacement of /t/, /s/, /d/ for /t'/, /d*/,
/s*/ and omission of /t/, /s/, /d/
100%
100%
140
120
78.6%
100
/t/
80
/s/
/d/
60
21.4%
40
20
0
/t'/
/d*/
/s*/
Omitted
The figure evidences that they did not only mispronounce /θ/, /ð/ but also replaced /t
/, /s/, /d/ of experimental minimal pairs for /t’/, /s*/ /d*/. The students mostly
replaced /d/ for /d*/ (140-100%); /s/ for /s/ (140-100%).They also substituted initial
/t/ for /t’/ (110-78.6%). In brief, the student mainly used Vietnamese /t’/, /s*/ /d*/ to
pronounce experimental minimal pairs in sentences.
42
Picture 3.1.2m Waveform and frequency of a male students’ pronunciation of the
sentence bearing the minimal pair thought-taught
He thought about Vietnamese war- he taught about Vietnamese war
Picture 3.1.2o Waveform and frequency of a male native’ pronunciation of a
sentence bearing minimal pair thought-taught
43
3.1.3 Result of observation analysis
Two forty- five minute classroom hour observations were conducted on language
focus lessons taught by the two teachers. Those lessons were Unit 12, Lesson E and
Unit14, Lesson E. A large number of results were obtained. Because of the main
purpose of the study, the target results were presented only. Below are the results
from the observation sheets
Table 3.1.3a The pronunciation activities the teachers organized
Pronunciation
activities
Teachers’ choices
Odd one out
1
Minimal pairs
0
Bilingual minimal
pairs
0
Whisper
0
Sound Bingo
2
Silent speech
0
The table shows that the teachers’ pronunciation activities were not very various.
Most of them loved to use sound bingo (both 2 teachers) and odd one out was used
by only one teacher. Other activities were not used by the two teachers. In general,
those teachers liked simple pronunciation activities taking less time.
Table 3.1.3b The effectiveness of the pronunciation activities the teachers organized
Items
1. These activities are
suitable.
Neither
Strongly Slightly agree
Slightly Strongly
agree
agree
nor
disagree disagree
disagree
1
1
44
2. The students take
part in the activities
enthusiastically.
1
3 The students feel
interested in the lesson.
1
1
1
4. The students get
enough explanation of
place and manner of
articulation of the target
sounds.
2
5. The students listen to
native
speakers
pronounce the target
sounds.
2
5. The students feel
confident to perform the
target sounds.
2
6. The students can
pronounce the targets
sounds well.
1
1
Generally speaking, the pronunciation activities the teachers organized brought
certain benefits to the students, but the benefits were not very noticeable. The
teachers’ pronunciation activities capturing their students ‘interest was rather
suitable. However, the student did not receive enough explanation of place and
manner of articulation of the target sounds, native English input language as well;
so, they could not perform the target sounds well.
3.1.4 Result of questionnaire analysis
3.1.4.1Questionnaire for the teachers
45
The questionnaire was delivered to five teachers who are teaching English 10. It
investigated teachers’ attitude to teaching pronunciation, realities of teaching /θ/, /ð/
pronunciation as well. It also employed textbook analysis which mainly collects
teachers’ opinions.
Figure 3.1.4.1a Teachers’ attitude to the importance of teaching pronunciation
Teachers' attitude to the importance of teaching
pronunciation
3.5
3
2.5
60%
2
1.5
1
0.5
20%
20%
0
0
Very important
Important
Rather important Unimportant
The figure shows that all teachers agreed with necessity in teaching pronunciation
(1 teacher thought it was very important, 3 teachers assumed it is important, the rest
believed it was rather important). No one thought that teaching pronunciation was
unimportant. In general, the teachers highly evaluated the importance of teaching
pronunciation.
Figure 3.1.4.1b Teachers’ attitude to correction of their students’ pronunciation
errors
46
Teachers' attitude to correction their students’
pronunciation errors
3.5
3
2.5
2
1.5
60%
1
40%
0.5
0
Always
Usually
Sometimes
Rarely
As can be seen from the figure, the teachers’ attitude to correction of their students’
pronunciation errors was at neutral rate of frequency. There were 3 teachers usually
correcting their students’ pronunciation error (60%). And 2 teachers obtained
sometimes option (40%). In general, the teachers’ frequency to correction of their
students’ pronunciation errors was not so high.
Figure 3.1.4.1c Teachers’ time of teaching pronunciation
Teachers' time of teaching pronunciation
3.5
60%
3
2.5
40%
2
1.5
1
0.5
0
Fifteen minutes
Ten minutes
Five minutes
Two minutes
The figure evidences that teachers’ time of teaching pronunciation was not much. It
took from ten to five minutes for the teachers to teach pronunciation in language
focus lessons. Three teachers got hold of ten minutes and two teachers obtained five
minutes. In brief, teachers spent less time on teaching pronunciation.
47
Figure 3.1.4.1d The teachers’ combination with other lessons to teach
pronunciation
The frequency of teachers' pronunciation teaching
combination with other lessons
100%
5
80%
80%
80%
4
Always
3
Usually
2
Sometimes
20%
20%
Listening
Speaking
20%
1
Rarely
0
Reading
Language
focus
The figure demonstrates teachers’ frequency of pronunciation teaching combination
with other lessons. As we can see, they mainly taught pronunciation in language
focus lessons (4 out of 5 teachers (80%) obtained always, 1(20%) took usually).
They also combined pronunciation teaching with speaking and listening lessons,
which took less frequency than language focus. (1-20% teacher sometimes jointed
pronunciation teaching with listening lesson; 1-20% teacher sometimes combined it
with speaking). They rarely taught pronunciation in reading lesson (5 teachers
(100%)) In general, the teachers mainly taught pronunciation in language focus
lessons.
Table 3.1.4.1a Pronunciation activities used by teachers
You used
pronunciation
activities to teach
/θ/ and /ð/
Pronunciat
-ion
activities
Scales, countable number and percentage
Often
Usually
Sometimes
Rarely
Odd one out 0(%)
1(20%)
2(40%)
2(40%)
Minimal
pairs
0(0%)
2(40%)
1(20%)
2(40%)
Bilingual
0(0%)
0(%)
1(20%)
4(80%)
48
minimal
pairs
Whisper
0(0%)
1(20%)
1(20%)
3(60%)
Sound
Bingo
4( 80%)
1(20%)
0(0%)
0(0%)
Silent
speech
0(0%)
0(0%)
0(0%)
5(100%)
The table shows that most of the teachers liked to use odd one out (20% of usually
scale, 40% of sometimes), and sound bingo (80% of often scale). The other
pronunciation activities were not used frequently. Bilingual minimal pairs were
rarely used (80%), as an example. In brief, the teachers’ using of pronunciation
activities was not various.
Figure 3.1.4.1e Teachers’ attitude to suitability of teaching pronunciation in
language focus lessons
3.5
3
Teachers' attitude to suitability of teaching
pronunciation in language focus lesson
2.5
2
60%
1.5
1
20%
20%
0.5
0
Very suitable
Suitable
Rather
suitable
Unsuitable
The figure shows that teachers’ attitude to suitability of teaching pronunciation in
language focus lessons was high. There were 1 teacher thought that teaching
49
pronunciation in language focus lessons was suitable and 3 teachers give opinion of
rather suitable. Unsuitability was only ideated by 1 teacher. In general, most of the
teachers believed that teaching pronunciation in language focus lessons was
suitable.
Figure 3.1.4.1d Teachers’ idea to teaching pronunciation in listening, speaking,
reading and language focus lessons
2.5
Teachers' idea teaching pronunciation in
speaking, listening, reading , and language focus
2
1.5
40%
40%
1
20%
0.5
0
Speaking
Listening
Reading
Lanuage focus
As we can see, there were 2 teachers judged teaching pronunciation in speaking
lessons, 2 teachers agreeing teaching pronunciation in language focus. Only one
teacher chose pronunciation teaching in listening lessons. No one chose teaching
pronunciation in reading lessons. In summary, numerous teachers considered that
pronunciation should be taught in speaking and language focus lessons.
Figure 3.1.4.1f Teachers’ idea
textbook
to adding articulate pictures, tests, tables in to
50
3
Teachers' idea to addinng articulative
60% pictures , tests and tables into textbook
2.5
40%
60%
2
Pictures
1.5
Tests
20%
20%
20% 20%
20%
Tables
1
20%
20%
0.5
0
Very
necessary
Necessary
Rather
necessary
Unnecessary
As we can see, many teachers thought that adding articulative pictures and tables
textbook was necessary. There are 3 teachers (60%) agreed that adding extra
articulative pictures was very necessary and the rests reflected that it was necessary
and rather necessary. Most of teachers believed that adding articulative tables was
necessary, but they did not think that adding articulative tests was necessary. In
brief, the teachers supported adding articulative pictures and tables into textbook.
Table 3.1.4.1b The teachers’ hints teaching /θ/ and /ð/pronunciation
Statements
Scales and countable number and
percentage
Always
Usually
Sometimes Rarely
9. You compared the fricatives /θ/ and /ð/
with /t’/ (thờ) as in thơm, th ch, and /d*/
(đờ) as in đ ,đi ,đ n of Vietnamese.
2(40%)
1(20%)
1(20%)
1(20%)
10. You compared the /θ/ and /ð/ with other
fricatives /t/, /d/, /f/, /v/, /s/, /z/.
0(0%)
0(0%)
1(20%)
4(80%)
51
11. You showed your students how to
transcribe /θ/ and /ð/ phonetically with
IPA (International Phonetic Alphabet).
1(20%)
1(20%)
1(20%)
2(40%)
12. You paid attention to the students ‘ways
to transcribe the fricatives /θ/ and /ð/.
0(0%)
0(0%)
1(20%)
4(80%)
13. You used shocking and funny words and
sentences containing the fricatives /θ/
and /ð/ for students to practice.
0(0%)
0(0%)
1(20%)
4(80%)
14. You used videos to teach the fricatives /θ/ 0(0%)
and /ð/.
0(0%)
0(0%)
5(100%)
15. You used pictures to show your student
0(0%)
places and manners of articulation /θ/ and
/ð/ when teaching them.
2(40%)
2(40%)
1(20%)
16. You yourself modeled the fricatives /θ/
and /ð/.
1(20%)
0(0%)
0(0%)
4(80%)
The table gives realities of teachers’ ways teaching /θ/ and /ð/pronunciation. The
teachers’ frequency of comparing English consonants (/θ/ and /ð/) with Vietnamese
(/t’/, /d)/ was rather high.(40% obtained always scale, 20% held usually scale and
20% got hold of sometimes option) However, they rarely compared English
consonants with other easily-mistaken English consonants.( 80% choose rarely
scale) The teachers neutrally guided their students IPA( 80% rarely paid attention
to pay attention to the students ‘ways to transcribe the fricatives /θ/ and /ð/). The
teacher rarely used shocking and funny words and sentences containing the
fricatives /θ/ and /ð/ for students to practice (80%). The teachers did not pay much
attention using pictures and videos to teach pronunciation. (100% of teachers rarely
used videos, 40% sometimes used pictures and 20% obtains rarely).The students’
input language mainly was taken from their teachers (80% self modeled the target
sounds to their students). In general, the teachers used few hints of teaching
pronunciation and input language was not ideal.
52
3.1.4.2Questionnaire for the students
The questionnaire was handed out to 140 students (82 female, 60 male) and 140
questionnaires were collected. The questionnaire is to investigate students’ attitude
to English learning in general, English pronunciation, and realities of students’
study pronunciation /θ/ and /ð/.
Figure 3.1.4.2 a Students’ attitude to learning English
Students' attitude to learning English
60
31.2%
50
30.8%
40
28.6%
30
20
10
3.6%
0
Strongly like
Like
Neither like nor
dislike
Do not like
The figure shows that students’ interest in learning English was high (28.6% obtains
strongly like, 31.2% chose like option). Nevertheless, there were 30% of the
students obtained do not like. In brief, the students liked to learn English.
Figure 3.1.4.2 b Students’ attitude to importance of English pronunciation
53
Students' attitude to the importance of English
pronunciation
90
80
70
60
50
40
30
20
10
0
58%
29.2%
9.2%
Very important
Important
Neither
important nor
unimportant
3.6%
Unimportant
The figure shows that students’ attitude to importance of English pronunciation
was high. (58% chose option very important, 29.2% obtained important.). Generally
speaking, most of the students thought that pronunciation learning was important.
Figure 3.1.4.2c Students’ attitude to the difficulty of English pronunciation
Students' attitude to the difficulty of English
pronunciation
100
90
80
70
60
50
40
30
20
10
0
66.4%
19.2%
12.9%
Very difficult
Difficult
Neither difficult
nor easy
15.5%
Easy
As we can see, most of the students thought that English pronunciation was
difficult. 66.4% thought it was very difficult.19.2% obtained the difficult option.
The percentage of the students thought it was easy much smaller than that of the
54
students thought it was difficult (12.9% obtained 12.9%, 15.5% chose easy
option).In brief, the students believed that English pronunciation was not easy.
Figure 3.1.4.2d Students’ psychology to learning pronunciation
The students' psychology to pronuncistion
learning
76.6%
120
100
80
60
40
11.4%
20
10%
2%
0
Very shy
Shy
Rather shy
Not shy
The figure evidences that most of the students felt shy when they learnt English
pronunciation. There were 110 out of 140 students (76.6%) who confirmed that they
were very shy to learn English pronunciation. 16 students(11.4%) also informed
that they were shy and 14(10%) students got hold of rather shy option. Only
5(2%)students were not shy when learning English pronunciation. In general, the
students were very shy at learning pronunciation.
Table3.1.4.2a Students’ ways of learning pronunciation
Options
a. Look up
dictionary to
know how to
read a word
b. Do exercises
finding a
differentlypronounced
Number
%
115
82
18
13
55
word from the
others
c. Observe
teacher’s
mouth
movements
and imitate
him (her) in
classroom
hour.
d. Listen to
English and
repeat what
you hear after
the speakers
5
3.6
2
1.4
The table shows that most of the students learnt English pronunciation with their
dictionaries (115 students-82%). Only 18 students (13%) did exercises finding a
differently-pronounced word from the others. There were not many students learned
pronunciation from their teacher model or native speaker. The student just learnt
English pronunciation in theory not real practical English. In brief, they learnt
English pronunciation with English texts not real sound.
Table3.1.4.2b Realities of English environment to students
Statements
Scales coutable number and percentage
Usually
Sometimes
Rarely
Never
23(16.5%)
79(56.5%)
17(12.2%)
19( 13.8%)
6. You listen to
native English in
class.
7. You listen to 2(1.4%)
native English
outside the
classroom.
7. You watch
7(5%)
Englishprograms
on TV.
8. You watch
0(0%)
5(3.6%)
30(21.4%)
103(73.6%)
10(7%)
23(16.5%)
100(71.5%)
3(2.%)
100(71.5%)
37(26.5%)
56
movies teaching
pronunciation
on internet.
9. You speak
English in class.
9. You speak
English outside
the classroom.
10. You ever
spoken English
with native
speakers.
21(15%)
19(13.7%)
65(46.3%)
35(25%)
2(1.4%)
3(2.2%)
108(77.1)
27(19.3%)
0(0%)
0(0%)
2(1.4%)
138(98.6%)
Generally speaking, the students’ English environment was not ideal and their
interaction to real English was not much. They just sometimes listened to native
speaker in classroom (79%). They rarely listened to real English outside the
classroom (73.6%).Never did the students speak English with foreigners (98.6%).
The other sources of real English which the student rarely used, 75.5% of the
students rarely watched movies teaching pronunciation on internet, as an example.
In brief, the students learnt English passively and unproductively.
Figure 3.1.4.2e Students’ use of IPA to transcribe /θ/ and /ð/ pronunciation
Students' use of IPA to transcribe /θ/ and /ð/
140
83.6%
120
100
80
60
40
20
11.2%
2.1%
2.1%
0
Always
Often
Sometimes
Never
According to the figure, the students’ use of IPA to transcribe /θ/ and /ð/
pronunciation was at low rate. Up to 83.6% of the students never used of IPA to
transcribe /θ/ and /ð/. The frequency of using IPA was not high (2.1% obtained
57
always, 11.2% got hold of often and 2.1% took sometimes).In generally, the
students did not usually use IPA to transcribe the target sounds.
Table 3.1.4.2c Students’ taking note in /θ/ and /ð/pronunciation classroom hour
What did you take note in /θ/ and /ð/ pronunciation classroom hour?
Options
a. Write down
“Pronunciation: /θ/
and /ð/” headline
b. Write down words
containing /θ/ and
/ð/, which you like
c. Take note teacher’s
explanation on place
and manner of θ/ and
/ð/ articulation
d. Take note nothing
Number
%
121
86.5
2
1.4
6
4.2
11
7.9
The table shows that most of the students did not take note much in pronunciation
classroom hour. There were 121 students who only wrote down “Pronunciation: /θ/
and /ð/” headline (86.5%). A few students took note teacher’s explanation on places
and manners of θ/ and /ð/ articulation (6 students). There were two students who
wrote down words containing /θ/ and /ð/, which they liked. Taking note nothing
could be found on 11 students. In general, the students mostly took note only the
headline of /θ/ and /ð/ pronunciation.
Figure 3.1.4.2 f Students’ interests in pronunciation classroom hour
58
Students' interests in /θ/ and /ð/
pronunciation classroom hour
3-8.60%
7-20%
126-61.40%
4-10%
Organize wide
ranges of
pronunciation
games and activities
Using funny and
shocking sentences
containing target
sounds
Teacher’s sense of
humor
The figure 3.1.4.2f demonstrates that the students’ interests in pronunciation
classroom hour were various. Majority of the students wanted their teacher to
organize wide ranges of pronunciation games and activities (61.40%). The students
also liked positive psychology of learning pronunciation. 20% students were fond of
their teachers’ sense of humor, 10% enjoyed their teachers’ using funny and
shocking sentences containing target sounds. The rest were keen on watching
videos and pictures. In brief, the students liked theirs teachers not only use many
games activities but their own characteristics.
Figure 3.1.4.2 g Students’ / ð / transcription of “this”
Students' transcription of /ð/ in 'this'
120
100
80
60
72.1%
40
20
13.5%
5.7%
0
đít
đít sờ
ðIs
8.7%
đít s
59
As can be seen from the figure, majority of the students used Vietnmamese scripts
to transcribe /ð/. 101 students (72.1%) transcribed this as đít and 19
students(13.5%) do as đít sờ, 8 students(8.7%) transcribed as đít s. Only 2 students(
5.7%)used phonetic English to transcribe /ð/. In general, the students liked to use
Vietnamese scripts to transcribe /ð/.
Figure 3.1.4.2h Students’ transcription /θ/ in “mouth”
The students' transcription θ in '
mouth'
4-7.10%
2- 4.30%
mau
mau thờ
6- 10%
mauθ
128- 78.60%
mau th
The figure tells that, like /ð/, majority of the students use Vietnmamese cripts to
transcribe /θ/. 78.6% of the students transcribe mouth as mau, 10% do as mau thờ,
4.3% transcribe as mau th. Only 7.1% students use phonetic English to transcribe
/θ/ In general, the students like to use Vietnamese scripts to transcribe /θ/.
3.1.5 Result of post-recording experiment
The recording was carried out with 140 students of 10cb1, 10cb2, 10cb3, 10cb4.
(There are 72 students in 10cb1 and 10cb2. There are 68 students in 10cb3, 10cb4).
The students read 18 words containing / θ/, /ð/ and 14 sentences using words
60
containing /θ/, /ð/. The results are shown below (The percentage shows the right /θ/,
/ð/ pronunciation of the students).
Figure 3.1.5a The /θ/ pronunciation of 10cb1, 10cb2, 10cb3, 10cb4
/θ/ pronunciation of 10cb1,10cb2,10cb3,10cb4
60.00%
43.10%
50.00%
40.00%
10cb3, 10cb4
30.00%
23.20%
10cb1. 10cb2
20.00%
12%
12.20%
10.00%
1.20%
3%
0.00%
Initial
Medial
Positions
Final
Initial
Medial
Final
Controlled
10cb1, 10cb2
25
24
3
Experimental
10cb3, 10cb4
43
23
9
The figure shows that the /θ/ pronunciation of 10cb1, 10cb2(blue) was not so
good as that of 10cb3, 10cb4.(red). The red line indiactes that students of 10cb3,
10cb4 pronunced /θ/ rather well. (43.10% did well the initial position, 23, 20%
earned medial position, only 12% got final position). The results of 10cb1, 10cb2
were worse than that of 10cb3, 10cb4. The blue line was below the red line was
quite far. In brief, the /θ/ pronunciation of 10cb1, 10cb2 was less proficent than
10cb3, 10cb4.
Figure3.1.5a The /ð/ pronunciation of 10cb1, 10cb2, 10cb3, 10cb4
Positions
Controlled
10cb1, 10cb2
Initial
Medial
Final
21
22
1
61
Experimental
10cb3, 10cb4
78
56
4
/ð/ pronunciation of 10cb1,10cb2,10cb3,10cb4
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
32.00%
23.20%
10cb3, 10cb4
10cb1. 10cb2
8.00%
10.00%
6%
2%
Initial
Medial
Final
The figure evidences that the /ð/ pronunciation of 10cb1, 10cb2(blue) was not
better than that of 10cb3, 10cb4.(red). The red line indiactes that students of 10cb3,
10cb4 pronunced /ð/ rather well. (32% did well the initial position, 23, 20% earned
medial position, only 6% got final position). The results of 10cb1, 10cb2 were
worse than that of 10cb3, 10cb4. The blue line was below the red line was quite far.
In brief, the /ð/ pronunciation of 10cb1, 10cb2 was less proficent than 10cb3,
10cb4.
3.2 Discussions and recommendations
This section is to discuss the two research questions. Moreover, the present study
goes further in providing some recommendations in teaching /θ/ and /ð/ for grade
10th students.
3.2.1 Research question 1:
(1) What problems can the students and teachers at Thanh Binh 2 High School face
when learning and teaching /θ/ and /ð/?
The data analyzed from the questionnaires for the teacher, the students and
observation sheets demonstrate realities of teaching and learning /θ/ and /ð/
62
pronunciation at Thanh Binh 2 High School. The following points are the most
remarkable.
Learning and teaching pronunciation of /θ/ and /ð/ in Thanh Binh 2 high school was
facing many problems. Even though most of the students liked to learning English
pronunciation and the teachers highly evaluated the important role of it (see figure
3.1.4.1a and figure 3.1.4.2 a), the students’ pronunciation was still at less
proficiency. Initially, the teachers did not have much time to teach pronunciation
(see figure 3.1.4.1c), as a result, both teachers and students did not have many
pronunciation activities (see table 3.1.3a, table 3.1.4.1a). Then the students did not
get clear explanation of the target sound. The teachers rarely used pictures and
videos to teach pronunciation. When teaching the target sounds, they themselves
modeled the target sounds. No native English pronunciation sample was carried out
in class (see table 3.1.3b, table 3.1.4.1b and table3.1.4.2b), and the students
gradually fell back on Vietnamese when they pronounce English, even used
Vietnamese scripts not IPA to transcribe English.( see figure 3.1.4.2e and figure
3.1.4.2 g).The students rarely took note in pronunciation teaching hour. They just
wrote the headline “/θ/ and /ð/ pronunciation”. (see table 3.1.4.2c). Next, they
mainly used their own dictionaries to learn pronunciation and most of the students
were shy to learn pronunciation by imitating teachers’ mouth movements. (see figure
3.1.4.2c and figure 3.1.4.2d). It was able to be a real disaster of pronunciation when
the students just learnt pronunciation in theoretical not practical. Finally, the
students’ English environment was not perfect. Rarely did the students practice
English with foreigners. They also were lazy to learn English pronunciation online
(see figure 3.1.4.2h). In conclusion, both the students and teachers were suffering
from English pronunciation of /θ/ and /ð/.
3.2.2 Research question 2:
63
(2) What phonemes the students replaced /θ/ and /ð/ with?
The data analyzed from the listening and pre-recording experiments of the students
evidenced both English and Vietnamese phonemes which the students replaced /θ/
and /ð/ with. The following points are the most remarkable.
The listening experiment’s results show that students had difficulties in
distinguishing phonemes: /s/ vs. /θ/; /t/ vs. /θ/; /d/ vs. /ð/ (see table 3.1.1). As a
result, they had great tendency to substitute /θ/ for /s/; /t/ for /θ/; /d/ for /ð/ when
they read the pre-recording sample. However, a few students replaced /θ/ and /ð/ for
English phonemes /t/, /s/, /d/ because they mostly substituted /θ/ and /ð/ for
Vietnamese phonemes: /t’/, /d*/ or omitted /θ/ and /ð/ at final position of words.
(see figure 3.1.2a, figure 3.1.2h). In addition, they did not only mispronounce /θ/,
/ð/ but also replaced /t /, /s/, /d/ of experimental minimal pairs for /t’/, /s*/ /d*/ (see
figure 3.2.1l). In brief, the students replaced mostly /t’/, /d*/ for /θ/ and /ð/ or
omitted final /θ/ and /ð/.
3.2.3 Recommendations (Research question 3: )
(3)What solutions to the problems for both teachers and the students?
General speaking, learning and teaching /θ/ and /ð/ pronunciation in high school
were short of sufficient drills and practice. Despite having some knowledge about
pronunciation of these the target sounds, the teachers did not have many
opportunities to teach their students. The students’ wrong pronunciation were ,
therefore, inevitable for the students who are learning English as a foreign
language in a tricky environment. Due to the study was conducted in a short time,
the research only a few suggestion solutions for teachers and students.
*For the teachers:
Bettering textbook
The teachers should prepare the picture describing places and manners of
articulation of /θ/ and /ð/ and photo them in advance. When the teachers teach the
64
two sounds, they deliver the pictures to the students. Then, they ask their students
stick the pictures to their notebooks (the pictures should be small enough to fit with
their notebooks).
Dealing with shortage of time
The teachers should use warm up activities whose products are words bearing /θ/
and /ð/ sounds. The activities can be Blackboard Bingo, Brainstorm round a word,
Jumbled words, Crosswords, Feel the object, Guessing, Thought bubble Dictation,
Kim’s game, Who, where, what, etc. The activities’ answers from the students
should be spoken English, so they have to speak out the warm up’s answers. Then
the teachers use these words to teach /θ/ and /ð/.
Adapting to other lessons
The teachers should teach pronunciation in speaking lessons if the lessons requiring
many reviewing vocabularies. Intentionally, the teachers initially use many words
containing the target sound in warm up activities. Use the words to carry out
pronunciation activities like, Odd one out, Minimal pairs, Bilingual minimal pairs,
Whisper, Sound Bingo, Silent speech. And teacher gives the meaning of these
words. Pronunciation activities now are similar to pre-speaking because the students
are guided both pronunciation and meaning.
Dealing with students’ taking note
Ask the student to write description of place and manner of articulation of the /θ/
and /ð/ into their note book “place the tongue between teeth when pronouncing /θ/
and /ð/, /θ/ is unvibrated but /ð/ is vibrated, /θ/ and /ð/ are not the same as
Vietnamese consonants /t’/, /d*/”
Creating positive atmosphere for classroom
The teachers lightly punish the students if they pronounce the /θ/ and /ð/ incorrectly
by asking them stick their tongues out of their mouth in thirty seconds. This
65
punishment just helps the students practice their tongues; place their tongue at the
medial upper teeth and lower teeth.
The teachers should deliver each of their students a small piece chewing gum, at
the end of classroom hour. At that time, the teachers told their students use their
tongue to push the chewing gums out of their mouths, releasing the air. This small
activity just reminds the students of placing their tongues between their tongues.
Bettering pronunciation activities
Let the students practice /θ/ and /ð/ from simple to complex. First, ask the students
add vowels to form simple syllables: “the, the, the”, “tho, tho, tho”, “thu, thu, thu”,
and try changing the position of the sounds as well, such as in “eeth, eeth, eeth” or
“ath, ath, ath”. Then, acknowledge that the students feel comfortable with
producing /θ/ and /ð/ in simple syllables, ask the students add more consonants
vowels to make complete words. The- there; tho- thought; thu- though, for instance.
** For the students:
- The students should use mirrors to practice /θ/ and /ð/ at home, place their figures
against their lips and try to touch their figurers by their tongues
- The students need to practice their mouths more often by moving their tongues up
and down, backward and forward.
- The students need to record their /θ/ and /ð/ pronunciation, and ask their teachers
to evaluate their performances.
- Practice minimal pairs: thought- taught; mouth- mouse; they-day, etc.
- Practice the sentence: Theirs mothers thinks about this thing, that thing, and those
things.
- Practice sayings:
+A bird in the hand is worth two in the bush.
66
+Don't look a gift horse in the mouth.
+Truth is stranger than fiction.
+You must do the things you think you cannot do
+ Early to bed and early to rise,
Makes a man healthy, wealthy, and wise.
***For the High School
- The High School needs to equip more projectors to help the teachers use Microsoft
PowerPoint to teach /θ/ and /ð/, let the students can watch movies teaching /θ/ and
/ð/ as well .
- The High School needs to provide more English lab to help the students to have
good English environment.
CONCLUSION
1. Overview of the study
Generally, this part presents the conclusion of the study about /θ/ and /ð/
pronunciation of the students at Thanh Binh 2 students. It investigated realities of
teaching and learning /θ/ and /ð/, found out what sounds which the students
replaced /θ/ and /ð/ with. As the questionnaires and observation’s results evidenced,
pronunciation teaching /θ/ and /ð/ was carried out fast and carelessly. It took
teachers about five minutes to deliver the target sounds and got students to practice
them. The teachers rarely organized numerous pronunciation activities; prepared
pictures describing place and manners of the target sound articulation as well.
Furthermore, the thesis’s experiments also demonstrated that the students’ error
pronunciation mainly caused by influences of Vietnamese. The students mostly
replaced /θ/ and /ð/ for /t’/, /d/. With the thesis’s findings, the researcher hope that
they will help the students and teachers improving learning and teaching /θ/ and /ð/,
sharpening the students’ pronunciation of /θ/ and /ð/.
67
2. Limitations of the study
Although the study was conducted with the researcher’s great efforts, it still has
limitations. Because the researcher spent only two months on researching both
teachers and the students, the study is limited with researching time. The
researchers just managed to deliver only two experimental classroom hour.
Moreover, the thesis was researched with not ideally many participants. As a result,
the students’ recording and listening experiments just were carried out with four
classes. Those are limitations of the study.
3. Suggestions for further research
It is essential to consider the following suggestions for further research that is
related to the thesis. Researchers should research more about the reasons why the
students are shy to learn pronunciation. Furthermore, they should pay more
attention to the students’ interests in learning pronunciation. It is expected that those
suggestions will help researchers have better strategies for their future studies.
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