[block id=”bo-sung-1″]

In Vietnam, English has found its ground in the educational system. The learners
have little opportunity to contact native input in the target language. Generally
speaking, learners are not surrounded by the English speaking world, and the
burden will fall on the teacher to provide model pronunciation of the English
language. Like learners elsewhere in the world, Vietnamese learners encounter
great difficulties in learning English pronunciation. During my English learning in
the university especially pronunciation learning in 2
nd
year, I myself find out that if
Vietnamese can understand and practice pronunciation clearly, judiciously, the
English pronunciation problems will be overcome.
For these reasons, I have decided to choose the subject “Techniques to
improve English pronunciation for 2
nd
– majors‟ student at Hai Phong private
university” to research.

techniques_to_improve_english_pronunciation_for_2_nd_major

pdf61 trang | Chia sẻ: thuychi21 | Ngày: 04/12/2015 | Lượt xem: 1798 | Lượt tải: 33download

Bạn đang xem trước 20 trang tài liệu Techniques to improve English pronunciation for 2 ND – Major students at Hai phong private university, để xem tài liệu hoàn chỉnh bạn click vào nút DOWNLOAD ở trên

1
Haiphong private university
Department of foreign languages
——————————-
Graduation paper
Techniques to improve English
pronunciation for 2nd –major students at
Hai phong private university
By:
Nguyen Thi Chi
Class:
NA901
Supervisor:
Nguyen Thi Quynh Hoa, M.A
Hai phong – 2009
2
TABLE OF CONTENTS
Acknowledgements ………………………………………………………………………………………..
Symbols and abbreviation ……………………………………………………………………………….
Table of contents …………………………………………………………………………………………. 1
INTRODUCTION …………………………………………………………………………. 4
Rational of the study ……………………………………………………………………………………… 4
Aims of the study ………………………………………………………………………………………….. 4
Methods of the study ……………………………………………………………………………………… 5
Design of the study ………………………………………………………………………………………… 5
Scope of the study …………………………………………………………………………………………. 5
DEVELOPMENT …………………………………………………………………………. 6
CHAPTER I: THEORETICAL BACKGROUND ………………………………………… 6
1. PRONUNCIATION IN A LANGUAGE LEARNING ………………………………. 6
1.1. The role of pronunciation in language learning ……………………………………… 6
1.2. Factors affecting pronunciation learning ……………………………………………….. 6
1.2.1. The native language …………………………………………………………………………….. 6
1.2.2. The age factor ……………………………………………………………………………………… 6
1.2.3. Amount exposure ………………………………………………………………………………… 7
1.2.4. Phonetic ability ……………………………………………………………………………………. 7
1.2.5. Pesonality factors …………………………………………………………………………………. 7
1.2.6. Motivation and concern for good pronunciation ……………………………………… 7
1.2.7. Intellgibility ………………………………………………………………………………………… 8
2. ENGLISH CONSONANTS ……………………………………………………………………… 8
2.1. Articulators and places of articulation ……………………………………………………. 9
2.2. Definition and the basic consonants in English ……………………………………….. 9
2.3. Classification of English consonants ………………………………………………………. 9
2.3.1 According to place of articulation ……………………………………………………………. 10
3
2.3.2According to manner of articulation …………………………………………………………. 13
2.3.3 According to voicing ……………………………………………………………………………… 16
2.4. Consonant clusters ………………………………………………………………………………… 17
2.4.1. Initial clusters ………………………………………………………………………………………. 18
2.4.2. Final clusters ……………………………………………………………………………………… 18
3. ENGLISH STRESS ………………………………………………………………………………….. 19
3.1. Characteristics of stressed word …………………………………………………………….. 19
3.2. A summary of English word stress rules ………………………………………………… 20
4. VIETNAMESE CONSONANTS ………………………………………………………………. 23
4.1. Definition and the basic consonants in Vietnamese …………………………………. 23
4.2. Classification of Vietnamese consonants…………………………………………………. 23
4.2.1. According to place of articulation …………………………………………………………… 23
4.2.2. According to manner of articulation ……………………………………………………….. 24
4.2.3. According to voicing …………………………………………………………………………….. 26
4.3. Vietnamese initial and final consonants ………………………………………………….. 26
5. VIETNAMESE TONE ………………………………………………………………………….. 28
5.1. Vietnamese pitch level …………………………………………………………………………… 29
5.2. Vietnamese tone system …………………………………………………………………………. 30
Chapter II. The common pronunciation problems faced
by Vietnamese ……………………………………………………………………………………… 32
1. Consonant problems faced by Vietnamese ……………………………………………….. 32
1.1. Difficulties in pronouncing English stop consonants …………………………………… 32
1.2. Difficulties in pronouncing English fricatives consonants ……………………………. 33
1.3. Difficulties in pronouncing English consonant /r/ ………………………………………. 34
1.4. Difficulties in pronouncing English consonant clusters ……………………………….. 34
2. Stress problems faced by Vietnamese ……………………………………………………….. 35
2.1. In the word, all the syllables are stressed …………………………………………………… 35
2.2. Primary and/or secondary stress falls on the wrong syllable …………………………. 36
Chapter III: Techniques to improve pronunciation……………… 37
4
1. Technique to raising awareness ………………………………………………………………… 37
1.1. Model exercise ……………………………………………………………………………………… 37
1.2. Minimal pair practice ………………………………………………………………………………. 39
1.3. Drilling practice ………………………………………………………………………………………. 40
2. Technique to improve specific problems …………………………………………………… 40
2.1. Technique for English consonants ……………………………………………………………. 40
2.1.1. Technique to pronounce English stop consonants …………………………………….. 40
2.1.2. Technique to pronounce English fricative consonants ………………………………. 43
2.1.3. Technique to pronounce English consonant /r/ …………………………………………. 44
2.1.4. Technique to pronounce consonant clusters …………………………………………….. 46
2.2. Technique for English stress problems ………………………………………………………. 51
3. Some games used to teach pronunciation ………………………………………………….. 53
Conclusion ……………………………………………………………………………………………. 54
Appendix …………………………………………………………………………………………………. 55
1. Pronunciation journey ………………………………………………………………………………… 56
2. Cluster buster …………………………………………………………………………………………….. 57
3. Syllable soup …………………………………………………………………………………………….. 58
4. Happy families ………………………………………………………………………………………….. 59
REFERENCES ……………………………………………………………………………………………. 60
Symbols and Abbreviation
C: Consonant
[x; y] : x shows the name of the text books listed in the part of Reference; the other
shows the page number in that books
Ex: [3; 20]
Vd: Voiced
Vs: Voiceless
Ex: Example
IPA: International Phonetic Alphabet
5
INTRODUCTION
1. Rationale
In Vietnam, English has found its ground in the educational system. The learners
have little opportunity to contact native input in the target language. Generally
speaking, learners are not surrounded by the English speaking world, and the
burden will fall on the teacher to provide model pronunciation of the English
language. Like learners elsewhere in the world, Vietnamese learners encounter
great difficulties in learning English pronunciation. During my English learning in
the university especially pronunciation learning in 2
nd
year, I myself find out that if
Vietnamese can understand and practice pronunciation clearly, judiciously, the
English pronunciation problems will be overcome.
For these reasons, I have decided to choose the subject “Techniques to
improve English pronunciation for 2
nd
– majors‟ student at Hai Phong private
university” to research.
2. Aim of the study
With the hope of getting more comprehensive and specific understanding of
English, finding out common pronunciation problems faced by Vietnamese and
giving some techniques to improve English pronunciation to Vietnamese, the aim
of the study include:
– To introduce the basic theories of English and Vietnamese consonants and stress.
– To find out what are common pronunciation problems faced by Vietnamese
– To give some techniques to improve 2
nd
year English majors‟ pronunciation
– To raise the learner‟s awareness of English pronunciation by giving specific
evidences, examples, figures, picture, chart, games
6
3. The scope of the study
English pronunciation is a big theme; however, because of the limited time
and my knowledge, in this paper, I only focus on English consonant and stress
problems faced by Vietnamese and some techniques for teaching English to solve
these problems
4. Methods of the study
With the hope of finding out value and exact materials, methods of the study:
– Having discussion with my supervisor, friend etc
– Reading materials (text books, references)
– Accessing internet
– Collecting typical examples
5. Design of the study
This paper provides a clear organization consisting 3 main parts that help an easy
exploration and practical benefits gained for reader as well:
Part I: The introduction including the rationale of the study, scope of the study,
aim of the study, methods of the study and design of the study.
Part II: The development consisting 3 chapters.
Chapter I: The theoretical background.
Chapter II: Common English consonant and stress problems faced by Vietnamese.
Chapter III: Some techniques to improve 2
nd
year English major‟ pronunciation.
Part III: Conclusion giving the summary of whole the study
DEVELOPMENT
7
CHAPTER I: THEORETICAL BACKGROUND
1. PRONUNCIATION IN LANGUAGE LEARNING
1.1. The role of pronunciation in language learning
A consideration of learner‟s pronunciation errors and how these can inhibit
successful communication is useful basis on which to assess why it is important to
deal with pronunciation in the classroom. When a learner says, for example, „soap‟
in a situation such as restaurant where they should have said „soup‟, the inaccurate
production of a phoneme can lead to misunderstanding. This can be very
frustrating for learner who may have a good command of grammar and lexis but
have difficulty in understanding and being understood by a native speaker
1.2. Factors affecting pronunciation learning
There are often obvious enough to make a person‟s origins identifiable by
untrained as well as trained people. One or two features are enough to suggest a
particular language „showing through‟ their spoken English
1.2.1. The native language
The nature of a foreign accent is determined to a large extent by a learner‟s native
language. The native language not only affects the ability to produce English
sounds but also the ability to hear English sound. The more differences there are
the more difficulties the learner will have in pronouncing English.
1.2.2. The age factor
We commonly assume that if someone pronounces a second language like a native,
they probably started learning it as a child. Conversely, if a person does not begin
to learn a second language untills adulthood, they will never have a native-like
8
accent even though other aspects of their language such as syntax or vocabulary
may be indistinguishable from those of native speakers.
1.2.3. Amount exposure
Another factor is the amount of exposure to English the learner receives. It refers
whether the learner is living in an English-speaking country or not. If the learner is
“surrounded” by English and this constant exposure should affect pronunciation
skills. If the learner is not living in an English-speaking environment, then there is
no such advantage
1.2.4. Phonetic ability
One study has indicated that good phonetic abilities benefit from pronunciation
drills, tasks in which particular sounds are heard and the learner has to imitate
again and again. We can only operate on the assumption that our learners have the
„basic equipment‟ and provide a variety of tasks so that something will suit the
needs and abilities of each learner
1.2.5. Pesonality factors
Learners who are out-going, confident, and willing to take risks probably have
more opportunities to practise their pronunciation of the second language simply
they are more often involved in interactions with native speakers. Conversely, who
are introverted, inhibited, and unwilling to take risks lack opportunities for practice
ESL teacher should strive to create a non-threatening atmosphere in their
classrooms so that student participation is encouraged
1.2.6. Motivation and concern for good pronunciation
Some learners seem to be more concerned about their pronunciation than others.
This concern often requests for correction- “Please correct my pronunciation
whenever I make a mistake” and frequent pauses during speech used to solicit
9
comments on the accurate of pronunciation. It may even be reflected in a
reluctance to speak- the “I don‟t want to say it if I can‟t say if perfectly” mentality.
The desire to pronounce well is a kind of „achievement motivation‟. Conversely, if
you don‟t care about a particular task or don‟t see the value of it, you won‟t be
motivation to do well.
1.2.7. Intellgibility
“Intelligibility is being understood by a listener at a given time in a given
situation”. So, it‟s the same as „understandability‟. Although the foreign speaker
doesn‟t make precisely the same sound or use the exact feature of linkage or stress,
it is possible for the listener to match the sound heard with the sound (or feature) a
native speaker would use without too much difficulty. So, what matters is „counts
of sameness‟. For example, a child of three or four may have problems
pronouncing the /r/ sound, as in „run‟, and may use a /w/-like sound as in „win‟.
The child may say; „I see a wabbit ‟. The parents will understand that the child has
seen a furry animal with long ears, because they know that /w/ counts as /r/ for
their child.
2. ENGLISH CONSONANTS
To pronounce English accurately, it is essential to have an understanding of how
the speech sounds of English are produced. It will enable you to take the necessary
steps for correction of the students‟ pronunciation problems. Different speech
sounds result when the airstream is altered in some way by the positioning of
various parts of the mouth. This alteration is basic which help classify English
consonants
10
2.1. Articulators and places of articulation
2.2 Definition and the basic consonants in English
Definition:
In articulator phonetic, a consonant is speech of sound that is articulated
with complete of partial closure of the upper vocal tract; the upper vocal tract is
defined as that part of vocal tract lying above the larynx.
[4; 23]
Consonants are formed by interrupting, restricting or diverting the airflow in a
variety of ways.
[9; 147]
The basic consonants in English conclude: /b/, /p/, /d/, /t/, /g/, /k/, /v/, /f/, /ʤ/, /ʃ/,
/ʒ/,/ ʧ/, /s/, /z/, /h/, /ð/, /θ/, /m/, /n/, /l/, /r/, /w/, /y/, /hw/, /ŋ/
Figure .1: Articulators and places of articulation
Articulators : involved the movable parts of the
mouth
1. Tip of tongue
2. Blade of tongue
3. Back of tongue
Places of Articulation : involve the unmovable parts
of the mouth
4. Teeth
5.Tooth ( alveolar) ridge
6. Hard palate
7. Soft palate ( velum )
8. Glottis
9. Uvula
11
2.3. Classification of English consonants
There are 3 ways of describing the consonant sounds:
1. The place of articulation
2. The manner of articulation
3. The voicing
2.3.1 According to place of articulation
In the English, there are six places in the mouth where the airstream is obstructed
in the information of consonants.
Sounds made with the lips
Both lip – bilabial: /p/, /b/, /m/
Pronounce the words „pat‟, „bat‟, and „mat‟, paying attention to the way the first
consonants of each word is made. The first sound in each these words is made with
the two lips coming together and touching momentarily. The obstruction of the air
stream thus occurs at the lips.
The sound /p/, /b/ and /m/ are referred to as bilabial sounds because the two (bi-)
lips(labial) are involved in their production
Figure 2: The position of the lips
in the production of /p/, /b/, /m/
Figure 3. The position of the teeth
and lips in the production of /f/, /v/
12
Lower lip and upper teeth – labialdental: /f/, /v/
Produce the words „fat‟ and „vat‟. The initial sounds of these words are made with
the top teeth touching the bottom lip. Therefore, the obstruction of airstream occurs
because the bottom lip and the top teeth come together.
The sound /f/, /v/ are referred to as labialdental sounds because the lips (labial) and
the teeth(dental) are involved in their production.
Sounds made with the tip of the tongue
Tip of the tongue and the teeth – interdental: /ð/ and /θ/
Pronounce the words „think‟ and „this‟. With first consonant sounds of these words
the obstruction of the air stream occurs because the tip of the tongue is between the
teeth or just behind teeth. The “th” sound in „think‟ and „this‟ is represented by
symbol /θ/ and /ð/
Tip of the tongue and the tooth ridge – alveolar :/t/, /d/, /n/, /l/, /s/, /z/, /r/
Pronounce the words „tip‟, „dip‟, „nip‟, „lip‟, „sip‟, „zip‟ and „rip‟. When you
pronounce the initial consonants of these words, you should feel the tip of your
tongue touching the roof of your mouth just behind your upper teeth with /t/, /d/,
/n/, /l/ and approaching the tooth ridge with /s/, /z/, /r/. These sounds are referred to
as alveolar because the to

[block id=”bo-sung”]

Từ khóa: Techniques to improve English pronunciation for 2 ND – Major students at Hai phong private university

Leave a Reply

Your email address will not be published. Required fields are marked *