VIETNAMESE LEARNERS PROBLEMS IN PRONUNCIATION Presenter Dung Thi

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

1. Introduction �Problems in pronunciation have been found in teachers of English. �Their problems result in their miscommunication and teaching qualification. �The high percentage of the unqualified teachers is the motivation for the workshop for training teachers

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

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

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

3. Method (cont’d) �C. Data analysis - The subjects’ difficulties in pronunciation is based on the percentage of their mistakes - Input – Interaction – Output (IIO) model developed by Gass, Schumann’s acculturation model , and Critical Period Hypothesis are applied to the analysis of the mistakes in pronunciation

4. Findings �Mistakes found in: Final consonants: monosyllabic language and multisyllabic language Challenging consonants: /s/ in the middle position, /ð/ and /Ɵ/ pronounced palatal affricative sounds, /s/ and /ʃ/ pronounced /s/, /ʤ/ and /ʧ/ pronounced /d/ and /ch/, /z/ pronounced /s/, and /æ/ pronounced /ɛ/ are caused by L 1 transfer �/p/ v. s /f/

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

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

5. Solution �IIO model: attract learners’ attention to marked sounds �Schumann’s model: social factors and affective variables affect second language acquisition: learners’ friendly environment class �Critical period hypothesis (Piaget): focus on teaching pronunciation to young learners (primary school children)

5. Solution (cont’d) �Teachers should apply wide varieties of pronunciation practice: - Incorporate challenging sounds in conversation practice with pictures �TPR: action and picture accelerate children acquisition �Adults: - Focusing much more on learning environment - Analyzing linguistic discrimination

�THANK YOU �QUESTIONS ?