CHAPTER ONE PARTICULAR: INTRODUCTION
1 . 1 Explanation of the research
Nowadays, with the rapid tempo of the usage and the positive effect, English becomes a golden key to spread out the door of countless fields including commerce, conversation, science and technology throughout the world. Therefore , in order to meet the demand of the society, it is rather necessary to instruct English in schools by any means levels. As well as the highest target is to get well in communication. If one wants to get powerful in communication, he must do well at pronunciation: " a threshold amount of pronunciation in English so that if a given nonnative speaker's pronunciation falls listed below this level, he or she will not be able to connect orally regardless of how good their control of English grammar and vocabulary may beвЂќ (Celce-Murcia, 1987: 5). In the field of terminology teaching, the role of pronunciation has varied extensively from having virtually no position in the grammar-translation method to staying the central focus in the audio-lingual technique where emphasis is within the traditional notions of pronunciation, minimal pairs, drills and short interactions. The developing emphasis on franche approaches to get the teaching of British has put higher requirements for accurate pronunciation. Regardless of this fact, at the upper-secondary college level in Vietnam, in language instructing and learning, compared with terminology, grammar and language skills, pronunciation has until now been paid less focus on. In the standard textbooks intended for teaching British at high school graduation level, there are several exercises pertaining to pronunciation practice. To make the matter worse, crucial English exams at schools as well as the entry exam to universities are always in created form thus most educators as well as students have small motivation to show and to study pronunciation. Because of this, students tend to be shy and unconfident to speak in The english language. And that is the key reason why the effectiveness of instructing pronunciation even now remains one of the most widely troublesome subjects in the field of language educating.. Coping with this kind of pressing simple fact, as a vocabulary teacher instructing English by Quynh Coi high school (QCHS), the author usually thinks of some burning up questions: in language teaching and learning, what is the modern day situation of teaching and learning pronunciation for high school level in QCHS? What are the difficulties teachers and students encounter in educating and learning pronunciation? Where to find suitable techniques to teach pronunciation? What will need to teachers do to teach pronunciation effectively? Just how should professors make pupils become considering learning pronunciation? The answers to these queries will help language teachers boost their students' pronunciation as well as make them make improvement in successful communication. Pertaining to the above factors, the author determines to carry out the analysis entitled: " The reality of teaching and learning pronunciation in Quynh Coi high school: concerns and solutionsвЂќ. 1 . two Aims in the study
The primary purpose of this kind of study is usually to discover the reality of teaching and learning pronunciation at Quynh Coi high school graduation, especially to determine problems that teachers and college students often have in pronunciation lessons. The article writer also hopes to make some feasible solutions that can help the English professors overcome those problems and increase students' pronunciation. 1 . several Research inquiries
The above aims of the study can be recognized by responding to the following analysis questions: (1) What is this current situation training and learning pronunciation for QCHS? (2) Which challenges do the instructors and learners at QCHS face in pronunciation lessons? (3) What teaching approaches can be used to boost teaching pronunciation for students by QCHS? 1 . 4 Scope of the examine
As a case study, this analyze focuses on the fact of teaching and learning two aspects of English language pronunciation: pressure and expression for the 12th contact form students at Quynh Calme high school. The subjects of the study are 12th form college students those are...
References: 1 . Arthea L. S. Reed and Verna E. W (2004). A Guide to Observation, Engagement, and Reflection in the Classroom. The McGraw Mountain companies.
installment payments on your Avery, P. and Wirklich, S. (1992). Teaching American English Pronunciation. Oxford: Oxford University Press.
3. Bowen, T., and Marks. L. (1992). The Pronunciation Publication: student-Centered Activities for Pronunciation Work. Harlow: Longman
four. Canh, Le Van
your five. Dalton, C., and Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press
six. Dalton, G. F
7. Grant, L., (1993). Advanced English Pronunciation. Heinle: Heinle
8. Grillham, B
being unfaithful. Hancock, M. (1995). Pronunciation Games. Cambridge: Cambridge University or college Press.
15. Hewings, Meters. (2004). Pronunciation Practice Activities. New York: Cambridge University Press
11. Kelly, G
doze. Kenworthy, L. (1987). Instructing English Pronunciation. London: Long man Property
13. Larsen, D
14. Mackey, A. and Grass, S M. (2005). Secondary language Research: Strategy and Design. London: I, AWRENCE ERLBAUM ASSOCIATES, AUTHOR
15. Mortimer, C
sixteen. Nunan, Deb. (1992). Analysis Methods in Language Learning. Cambridge: Cambridge University Press.
18. O'Connor, J. D. (1967). Better The english language Pronunciation. Cambridge: Cambridge College or university Press.
18. O'Connor, T. D. (1989). Sounds The english language. London: Longman
19. Pennington, M
twenty. Roach, S. (1998). The english language Phonetics and Phonology. NhГ XuбєҐt BбєЈn Trбє».
twenty-one. Underhill, A. (1994). Appear Foundations: Learning and educating pronunciation. Macmillan Publishers Limited.
22. Ur, Penny. (1996). A training course in vocabulary teaching: practice and theory. New York: Cambridge University Press.
23. Wajnryb. Ruth (1992). Classroom Remark Tasks. Cambridge: Cambridge School Press.
, a large number of
, all their
, an additional