tải w88Improving learners’ pronunciation through phonetic training: An experiment on second year non-majored English students at Van Lang University, Ho Chi Minh City

ABSTRACT:

It is strongly believed that a generally accepted goal of pronunciation pedagogy is to help learners achieve a comfortably intelligible pronunciation rather than a native-like one. In fact, acquiring native like pronunciation skills in an L2 for adult learners is incapable (Larsen-Freeman and Long, 1991). This study aims at proposing phonetic training as a solution to help adult learners improve their pronunciation. To attain this goal, tải w88 literature of teaching pronunciation was reviewed in order to shape tải w88 theory, principles as well as implications for applying it effectively. Based on tải w88 conceptual framework, tải w88 research was carried out atVan Lang University, Ho Chi Minh City from September 10^thto 20^thOctober 2020 in order to collect data by means of questionnaire and tải w88 students’ scores. From tải w88 research findings, some advice for teachers of English was recommended with expectation that students would be able to acquire a comfortably intelligible pronunciation in their real communication.

Keywords:Intelligible pronunciation, phonetic transcription, IPA.

1. INTRODUCTION

• Background of tải w88 study

When tải w88 Communicative Approach has become a buzzword among people in tải w88 fields of language education since tải w88 late 1980s in Vietnam, both English teachers and learners seem to have fewer difficulties in their teaching and learning. But it turns out that this is not true for such ideas of Tran Thi Lan, a senior lecturer at Hanoi University of Foreign Studies at Vietnam Teacher Training Network (VTTN) conference held by British Council and Vietnam Ministry of Education and Training (MOET) in December 2005: “of tải w88 four language skills, speaking is always seen as tải w88 most challenging by Vietnamese students. One reason for this is neglecting pronunciation at school at all levels.”

In spite of tải w88 non-native speakers’ excellent vocabulary and grammar competence, they still cannot be able to communicate effectively if their pronunciation falls below a certain threshold level. In fact, English learners with correct pronunciation are likely to be understood even if they make errors in other areas, but learners with incorrect pronunciation will not be understood, even if their grammar is actually perfect (Wong, 1987). Therefore, Morley (1991) did consent to tải w88 importance of teaching English pronunciation in tải w88 ESL or EFL classroom; nonetheless, this significant area is still neglected or ignored at many universities and colleges around tải w88 world.

This problem is tải w88 same as most of tải w88 universities in Vietnam. Pronunciation has no position in university’s curriculum for non-English majors though pronunciation, a crucial ingredient of tải w88 learning of oral skills in a second language acquisition is always kept in mind by many English teachers.

With tải w88 aim of making learners familiar with intelligible pronunciation, there are obviously plenty of English pronunciation books in tải w88 market, and E-learning websites considered as good English resources. However, these materials are mainly written by English native speakers for general learners. None of them are exclusive for tải w88 Vietnamese with tải w88 emphasis on tải w88 special difficulties that Vietnamese learners have (Tran Thi Lan, 2005).  Consequently, tải w88 demand of improvingEnglish pronunciationfor Vietnamese learners has been raising because “many Vietnamese speakers can speak English, but only a few have intelligible English pronunciation so that they can be understood easily in direct communication with foreigners” (Tam Ha Cam, Vol. 21, No.1 F.L).

• Problem of tải w88 study

Many complaints have been made about tải w88 issue on teaching pronunciation in high school in different provinces in Vietnam. There is no doubt that both high school teachers and students are often kept under pressure by time allocations, curriculum contents, especially tải w88 expectation of students, parents and staff that students will get high mark in tải w88 examination. Hence, tải w88 format of English test for tải w88 high school graduation examination is much taken into thoughtful consideration. As a result, students are almost trained to be successful in dealing with tests based on reading comprehension, writing, and grammar. From an antidotal perspective, several teachers, especially those who teach at tải w88 12^thgrade, claim that they would rather supply their students some knowledge of lexis and syntax to prepare for their examination than waste time teaching speaking skills or improving student’s pronunciation. As a matter of fact, little attention is particularly paid to pronunciation at high school although they know pronunciation is very important. Thus, students lack appreciable competence to use tải w88 language they learn in classrooms to sustain real-life communication or to get across their intended meanings when exposed to an English-speaking environment.

In line with tải w88 above issues, Dalton (2002) also agreed that “We are comfortable teaching reading, writing, listening and to a degree, general oral skills, but when it comes to pronunciation, we often lack tải w88 basic knowledge of articulatory phonetics (not difficult to acquire) to offer our students anything more than rudimentary (and often unhelpful) advice such as, ‘it sounds like this: uuuh.”

Having domino effect of high school environment, non-English majors at Van Lang University (VLU) are not an exception when dealing with pronunciation for some reasons:

First, tải w88 course book used for tải w88 second-year students is tải w88 Business – Intermediate, Macmillan (including four units for each semester). Most of tải w88 English teachers at (VLU) who have been using tải w88 English course book for four years agree that it is a really good course book in that students are well-interacted in a variety of business English situations including both in and out of tải w88 workplace. In fact, tải w88 course book is tải w88 ideal course for students who need to communicate in English when working, travelling and socializing. However, looking at tải w88 contents of tải w88 book, there is no room for tải w88 pronunciation though tải w88 course book design is much focused on developing tải w88 four skills of English. However, students are always given tải w88 chance to practice pronunciation by reading tải w88 new words loudly after tải w88 teacher’s model when teachers teach reading, speaking, and listening sections, but tải w88 fact remains that students just copy or imitate tải w88 sounds of tải w88 words from tải w88 teacher’s model because they are not currently surrounded by ‘scaffolding of good understanding of basic knowledge of pronunciation’. As a result, mispronouncing tải w88 words and not knowing how to pronounce what they are taught in class whenever students cannot recall them are frequently-faced issues. That is tải w88 reason why most of tải w88 English teachers are stressful for their preoccupations with improving students’ English pronunciation or even face a dilemma in teaching pronunciation although they are very enthusiastic, conscientious, and experienced teachers.

Second, in accordance with tải w88 school policy, tải w88 credits of English subject are 5 credits equal to 75 study periods (45 min. for each study period) in each semester (15 weeks for each semester). However, there are only 60 study periods for study in class and 15 periods for self-study via E-learning website. With tải w88 emphasis on bringing tải w88 best learning environment to tải w88 students as well as strictly following tải w88 learner-centeredness policies, Academic Department are asked not to give a tight schedule of English to tải w88 students. Hence, tải w88 schedule of leaning English is arranged in two weekdays. In terms of self-study, students still get much support from tải w88 teachers via E-course such as lessons teaching in class uploaded on tải w88 e-learning website, forum for students’ discussion, e-tests, e-assignment, etc. tải w88 E-learning course is offered to each teacher at tải w88 beginning of each semester by tải w88 Department of Information Technology in order to help both English teachers and students have good interaction. As a consequence, students find happy and comfortable when learning English.

With tải w88 limited time, both teachers and students however need to work very hard if they want to catch up with tải w88 format of tải w88 final examination which is worth 50% of tải w88 overall final grade for tải w88 course. In fact, most of tải w88 students are not well-prepared with tải w88 basic knowledge of phonetic training for some reasons. Therefore, students cannot be successful in improving their pronunciation though they find interested in learning English.

Third, with tải w88 result of tải w88 speaking examination at tải w88 end of each semester, it shows students really experience themselves some obstacles in pronunciation.

In short, tải w88 only stipulation is that “anyone who wants to gain communicative competence has to study pronunciation” (Wei, M. 2009). In other words, students have to overcome tải w88 above difficulties in order to reach tải w88 path to success in improving their pronunciation.

• Aim of tải w88 study

In particular, this study will examine tải w88 research conducted on improving learners’ pronunciation through phonetic training. To achieve this, tải w88 following research questions must be taken into serious consideration:

1. What pronunciation problems do tải w88 second-year non-majored English students at Van Lang University encounter?
2. To what extent, does phonetic training improve tải w88 learners’ pronunciation?
   • Significance of tải w88 study

This study will be conducted for several expected outcomes. First, it will make tải w88 English teachers at VLU reconsider tải w88 pivotal role of improving learners’ pronunciation through phonetic training beside other main skills of English.

Second, tải w88 findings obtained from this study will contribute a significant change for tải w88 perspectives of teaching and learning L2 pronunciation communicatively at VLU at tải w88 level of intermediate. First, teachers will know how to incorporate tải w88 basic knowledge of phonetic training into their own teaching effectively. Then tải w88 students will know how to devote special attention to intelligible pronunciation which is essential for their communication.

2. LITERATUREREVIEW

• Definition of pronunciation

According to E W Stevick (1978:145) pronunciation can be defined as: “Pronunciation is tải w88 primary medium through which we bring our use of language to tải w88 attention of other people. It is a process of materializing of features relating to tải w88 system of sounds/ phonemes, tải w88 syllabic structure, prosody (word stress and intonation) while speech/ oral verbal message is constructed.”

• Preliminary considerations in teaching pronunciation

Avery (1995: xiii) mentioned two opposing views on teaching pronunciation in tải w88 ESL classroom. While one side believes that teaching pronunciation helps reduce foreign accent, tải w88 other side argues that teaching pronunciation to adult learners is a waste of time because of tải w88 brain fossilization after puberty. He advocates that none of these views are precise. tải w88 biological, socio-cultural, personality and linguistic factors play a certain role in tải w88 acquisition of tải w88 second language sound system. Therefore, it is possible for Avery (1995: xiii) to conclude that “while practice in pronunciation may not make perfect, ignoring pronunciation totally can be great disservice to ESL students.”

• Strategy training

According to Richards et al (1993:35), strategy training is training in tải w88 use of learning strategies in order to enhance learners’ effectiveness. A number of approaches to strategy training are used, including: (1) Explicit or direct training: learners are given information about value and purpose of particular strategies; (2) Embedded strategy training: tải w88 strategies to be taught are not taught explicitly but are embedded in tải w88 regular content of an academic subject area, such as reading, math or science; and (3) Combination strategy training: explicit strategy training is followed by embedded training.

Hedge (2000) suggests ways that language teachers can perform to help ill-equipped language learners. Teachers should use positive attitudes to inspire them with useful strategies. Such preparation can be psychological and practical preparation. In addition to tải w88 preparation, Holec (1985) and Dickinson (1987) said that psychological preparation is “a change in perception about what learning involves and a change in tải w88 exception that language can only be learned through tải w88 careful control of a specialist teacher.” As for practical preparation, it involves a range of techniques with which learners can enhance their learning. Meanwhile, Hedge (2000) defines learner training as “a set of procedure or activities which raise learners’ awareness of what is involved in learning a foreign language, which encourages learners to become more involved, active and responsible in their own learning, and which helps them develop and strengthen their strategies for language learning.” tải w88 following figure shows Hedge’s attitude on learning training:

(Source: Author’s research)

Hedge (2000) divides learner training activity into three categories according to its primary aim:

• Activities which help learners to reflect on their learning
• Activities which train strategies and equip learners to be active
• Activities which encourage learners to monitor and check their own progress

• Phonetic training

According to Kenworthy, J. (1987), “Intelligible pronunciation” is tải w88 speaker’s intended utterance fully understood by a listener at a given time in a given situation. That is, students are able to understand, accept and declare to be organized meaningfully in oral communication. It is indeed “an essential component of communication competence” (Morley, 1991). In fact, pronunciation plays an important role in helping tải w88 learner become an intelligible speaker (Morley, 1998). For this reason, teachers should know how to incorporate pronunciation into their courses. There should be emphasis on meaningful communication when teaching pronunciation to students. In contrast, pronunciation is actually an exciting challenge for both teachers and learners since it is related to different important aspects such as stress, rhythm, linking and assimilation and consonant and vowel sounds. Therefore, this study only focuses on an International Phonetic Alphabet (IPA), a technique from tải w88 Reform Movement, which may involve doing phonetic transcription as well as reading phonetically transcribed text to improve learners’ pronunciation and word stress because of tải w88 limited time (a five-week phonetic training course).

3. DESIGNAND METHODOLOGY

• Design of tải w88 study

In this study, tải w88 quantitative approach was strictly followed by tải w88 researcher in that he expected to gather a collection of quantitative data including students’ answers to questionnaire, and their scores on tải w88 pre-test, progress test and post-test to find out tải w88 answers in relation to tải w88 research questions raised in chapter 1.

• Research instruments

Particularly, tải w88 questionnaire and three tests considered as tải w88 research tools were conducted as follows.

Table 1. Research Instruments

• Questionnaire

Questionnaire is a kind of written instrument that “presents respondents with a series of questions or statements to which they are to interact either by writing out their answers or selecting from among existing answers” (Brown, 2001, p. 6). tải w88 reason why questionnaire is chosen as one of research instrument is that it is one of tải w88 most common methods of data collection on L2 research which is easy to construct as well as convenient to collect tải w88 data.

• Tests

A test is “a procedure used to collect data on subjects’ ability or knowledge of certain disciplines” (Seliger, 1989, p. 176). In this research, tests were used to collect data about subjects’ ability and knowledge of tải w88 second language acquisition in tải w88 field of pronunciation.

In line with tải w88 definition of Seliger, tải w88 deep thoughts of Wiggins, G. (1998) also contrasted through tải w88 table below.

Table 2. Summary of formative and summative assessment

4. FINDINGS

• tải w88 similarity of tải w88 two groups in terms of general background and English pronunciation background

Through tải w88 data collected from tải w88 questionnaire, it was assumed that tải w88 research participants of tải w88 two groups have similarity background, which establishes a firm base to compare their changes after a course in tải w88 controlled way and tải w88 experimental one.

From tải w88 pre-test scores, it could be concluded that tải w88 research participants were weak at pronouncing tải w88 long vowel sounds as well as tải w88 consonant sounds which did not existed in Vietnamese. (Wrong answer was above 58%)

They lack tải w88 basic knowledge of phonetic as well as pronunciation. Most of tải w88 participants did not have clear understanding of pronunciation terms. This led to tải w88 high percentage of incorrect answers. What they learnt about pronunciation was indeed not systematical; hence they just had a dim memory on pronunciation aspects. As a result, they could not retrieve as many pronunciation aspects as necessary to complete tải w88 whole pre-test.

Pronunciation had great effect on language skills. Ones who did not perform well in tải w88 pre-test were simultaneously not good at speaking and listening and vocabulary because they are not confident enough in communication. Incorrect pronunciation formed wrong concepts ofEnglishsounds in their mind; consequently, they could not recognize familiar words when pronounced correctly. Similarly, learners with bad pronunciation usually learn vocabulary by writing tải w88 vocabulary items down as many times as possible without trying to say them aloud. Their simple techniques of looking at and writing down words cause high retention loss of vocabulary.

In conclusion, there is an alarming need to help them improve pronunciation ability.

• tải w88 effect of phonetic training through tải w88 post-test after tải w88 treatment

tải w88 participants in both groups showed improvement in both perception and production assessment. This fact inferred two implications. For tải w88 controlled who did not receive tải w88 treatment also made some improvement. They just followed tải w88 course book program.

Another positive sign of tải w88 participants was that they have some better insights into pronunciation terms as tải w88 percentage of missing did not appear in tải w88 post-test. After completing tải w88 tests, tải w88 participants to some extent gain better knowing in pronunciation.

5. RECOMMENDATIONS, LIMITATIONS AND CONCLUSIONS

• RECOMMENDATIONS
  • Possible amendment to tải w88 experimental teaching materials and process

tải w88 optimistic assessments by co-teachers inferred tải w88 correct direction that tải w88 researcher had followed. tải w88 researcher-teacher would be confident to keep implementing tải w88 lessons to his next classes. And tải w88 improvements tải w88 co-teachers suggested would be done by tải w88 researcher to make tải w88 lessons meet tải w88 original target. tải w88 learning capacity of learners should be cared for, which means tải w88 short, valuable break time should not be skipped. And tải w88 motivation of learners should be reinforced by checking tải w88 homework assignment regularly.

• Suggestions for students
  • Playing an active role in pronouncing and making efforts in developing self-study

Learners should learn to make responsibility for their own study. Whether they could pronounce English intelligibly or not depends on their will and effort. It is important to realize tải w88 goal of studying in university, which makes self-study priority. Schooling provides knowledge; self-study makes knowledge complete. In order to make tải w88 learning of a foreign language a success, language learners should firstly develop motivation and interest in second language learning. Learners can encourage themselves by investing sufficient time for English at tải w88 very beginning, choosing tải w88 most suitable learning ways like listening to English songs, having phonetic training via websites and pronunciation teaching and learning software, etc. Having a good basic knowledge of pronunciation, language learners would be confident to do further study in tải w88 new language. tải w88 second important step to reach tải w88 success is to set tải w88 short-term and long-term goals for tải w88 language study. For instance, improving pronunciation in one month, or being able so speak English fluently in two and a half months, etc. However, setting goal without planning strategies to make plans come true would be a futile effort. Therefore, learners with study goals should manage their time, then set a suitable time table at their own pace, choose suitable learning strategies and stick to tải w88 time table.

• Being equipped with sources to self-learn pronunciation

In tải w88 golden age of information technology, language learners also benefit a lot from a variety of learning sources such as many websites for practicing pronunciation, pronunciation exercises, etc. Learners can equip themselves with tải w88 following pronunciation materials. For ones who love working with computer can use tải w88 following online sources.

Through tải w88 pronunciation learning sources, students can self-study to improve their pronunciation based on tải w88 background knowledge of pronunciation trained in class.

• LIMITATIONS

None of tải w88 researchers are carried out without certain limitations. This one is not an exception. There are three major limitations to tải w88 research. First, tải w88 sample in tải w88 research was small and limited to Intermediate level only; therefore, tải w88 research results cannot be generalized to various English learners. Second, tải w88 activities designed in tải w88 treatment were not to cover all important aspects of pronunciation; and these activities were somewhat simple. These imperfect points would be modified eventually when tải w88 study carrier does further research in his own teaching career. Finally, tải w88 most necessary amendment tải w88 researcher would like to make is tải w88 duration of experimental teaching. Because it was only 5 weeks, which is not long enough for expected improvements to occur; hence, tải w88 researcher, to some extent, not satisfied with tải w88 study results. And these limitations opened new research directions to tải w88 study writer. In his new researches in tải w88 future, he wishes to amend these weak points to satisfy his desires of changing English learners’ pronunciation for better.

• CONCLUSIONS

Based on tải w88 result of tải w88 study, tải w88 following conclusions seem appropriate:

Improving students’ pronunciation through phonetic training is of big interest to both English teachers and learners at VLU. Students can indeed acquire intelligible pronunciation in tải w88 L2 when they become active participants in their own learning and tải w88 teacher supports their efforts by employing a wealth of techniques to aid students in their efforts to improve their pronunciation. However, it was really a challenging and rewarding experience for both.

Both teacher and learners in tải w88 experimental class faced two major challenges. First, teacher got to work really hard to design lesson plans to adjust tải w88 teaching time to fix tải w88 treatment in tải w88 time constraint of tải w88 school’s program. In fact, tải w88 teacher-researcher had to double tải w88 working time for preparation. Similarly, learners had to invest more time for English lessons; they tried to manage time to make English a priority in five weeks of experimental learning.

Another challenge for tải w88 teacher was students’ long-lasting habit of dependence on tải w88 teacher. tải w88 study was tải w88 first step to break such a bad habit; hence, as tải w88 pioneer, tải w88 researcher faced a hard time to remind students of working hard and being more active in tải w88 process of improving their pronunciation. However, it was not always successful to remind them. Students have got used to delaying reviewing lessons until tải w88 examination time. They did not have plans to open tải w88 notebook to review, to analyze, or to widen tải w88 newly-learnt knowledge.

Next, tải w88 present syllabus and course book may not help second-year non-majors at VLU improve their pronunciation. There was not enough time for them to enhance tải w88 pronunciation and tải w88 course book were also not well-prepared for pronunciation teaching as well as training.

To sum up, tải w88 research was carried out to fulfill tải w88 desire to improve learners’ pronunciation through phonetic training so that learners could be able to know how to read tải w88 IPA, phonetic transcription as well as word stress to self-improve their pronunciation or even improve their English competence in general and hopefully make them familiar with tải w88 English working environment for their future job. Thanks to such instruments as questionnaire, pre-test, formative test, post-test, tải w88 study showed positive result in making progress on perception, and performance. Being in tải w88 support of tải w88 pre-test, students’ weaknesses in pronunciation were revealed. Therefore, tải w88 treatment lessons in tải w88 experiment teaching could make use of its effectiveness. Then tải w88 post-test was designed to measure tải w88 progress made by tải w88 learners after tải w88 experimental teaching of phonetic training. tải w88 result shows positive improvements of tải w88 learners. Such data encourage tải w88 researcher to do further research in tải w88 teaching method.

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CẢI THIỆN KHẢ NĂNG PHÁT ÂM CỦA NGƯỜI HỌC THÔNG QUA

GIẢNGDẠY PHÁT ÂM: NGHIÊN CỨU ĐỐI VỚI SINH VIÊN NĂM HAI

KHÔNG CHUYÊN TIẾNG ANH TẠITRƯỜNGĐẠI HỌC VĂN LANG

VƯƠNG TRẦN GIA NHƠN

Trường Đại học Văn Lang

TÓM TẮT:

Mục tiêu chung của việc giảng dạy phát âm là giúp người đọc phát âm dễ hiểu hơn là phát âm giống người bản xứ. Trên thực tế, việc đào tạo người lớn đạt được các kỹ năng phát âm trong nhóm L2 giống với người bản xử là mục tiêu không thể đạt được (Larsen-Freeman và Long, 1991). Nghiên cứu này nhằm đề xuất việc đào tạo ngữ âm là một giải pháp giúp học viên người lớn cải thiện khả năng phát âm của họ. Các tài liệu về giảng dạy phát âm đã được xem xét để định hình khung lý thuyết, các nguyên tắc cũng như nắm được ý nghĩa để áp dụng hiệu quả. Dựa trên khung khái niệm, dữ liệu đã được thu thập từ sinh viên tại Đại học Văn Lang từ ngày 10/9 đến 20/10/2020 thông qua bảng câu hỏi và điểm số. Dựa trên kết quả nghiên cứu, một số khuyến nghị dành cho giáo viên giảng dạy tiếng Anh đã được đưa ra với kỳ vọng rằng học viên có thể phát âm dễ hiểu thông qua việc giảng dạy phát âm.

Từ khoá: Phát âm tự nhiên, phiên âm, IPA.