Rationale
The Party emphasizes education as a top national policy, viewing it as a vital investment for development The strategic objectives outlined in the Ninth Party Congress aim for a comprehensive transformation in educational development, focusing on standardization, modernization, and quality improvement Since 2000, the education sector has made significant strides in enhancing the quality and efficiency of education, particularly through the integration of foreign languages, with English being a primary focus As global integration advances, proficiency in English has become essential for communication, work, and diplomacy, making it a crucial tool for success Vietnam has implemented English programs across all educational levels, recognizing its importance in fostering comprehensive education and expanding students' knowledge At Lam Kinh High School, improving English pronunciation is a key focus, as it builds confidence and enhances communication skills However, mastering pronunciation remains challenging, requiring consistent practice and effective teaching methods to overcome obstacles related to learners' native languages and limited exposure to native speakers.
After two months of teaching English to 10th graders, I have observed significant challenges with pronunciation among the students Despite my efforts to enhance their English pronunciation skills, the results have been less than satisfactory, as they continue to make frequent mistakes, even with familiar words This situation highlights the need for a more in-depth analysis of the common pronunciation errors made by the students at the school.
3 out the causes and propose solutions to help teach and learn pronunciation more effectively
So in my opinion learning English through music is an extremely effective method, this method can help you improve your Listening and Speaking ability quickly, and easily
Research shows that music significantly aids second language learners in acquiring grammar, vocabulary, and spelling efficiently This phenomenon, known as the "Mozart Effect," suggests that listening to classical music can enhance cognitive performance in tasks like studying Learning English through music is a scientifically validated approach For more information, visit mozarteffect.com.
Music often incorporates everyday language, featuring common words and phrases that resonate with listeners As songs cater to a native audience, they frequently include updated colloquial expressions Choosing the right songs can significantly enhance language learning, making the colloquial language in music a valuable resource.
Listening to music significantly enhances listening and speaking skills in English It allows learners to become familiar with challenging aspects such as rhyme, syllables, and intonation The rich melodies of songs encourage active participation through singing along, which aids in practicing phonetics and sentence intonation Unlike traditional phonics classes, which can be tedious, music offers an enjoyable and effective way to improve phonetic skills, leading to better learning outcomes.
Deep learning through music significantly enhances English language retention by leveraging the natural processes of imitation and repetition From birth, children learn languages by mimicking sounds, and as they grow, logical thinking becomes essential for memory and learning Memorizing words, like "fish," often relies on repetition, similar to recalling a phone number To effectively memorize English, consistent repetition is crucial Listening to music allows for enjoyable repetition of English structures, especially through catchy choruses that reinforce learning without effort The engaging nature of songs makes them more memorable than traditional lessons, as melodies and lyrics embed themselves in our minds This method of "deep learning" is evident in individuals with strong English pronunciation, often stemming from their enjoyment of singing in English, highlighting the powerful connection between music and language acquisition.
Music profoundly influences our emotions, shaping our moods and enhancing our mental and physical well-being Its powerful connection to our feelings makes it easier to remember emotional experiences, highlighting the significant role music plays in our lives.
Music is a widely relatable medium that makes language learning more accessible Many people struggle to find time to focus on learning a new language, but listening to English songs allows for flexible learning opportunities, as you can enjoy music while driving, doing chores, or even showering By selecting songs you love, you can engage with the language without feeling bored Additionally, music provides valuable insights into British culture, helping you understand the thoughts and emotions of English speakers Familiarizing yourself with popular songs and artists enriches your knowledge and connection to the language.
With the above arguments, it shows that the method of learning English through Music is not only effective but also very interesting.
Objectives of the study
To enhance English pronunciation among students at Lam Kinh High School, it is essential to implement effective strategies aimed at minimizing common pronunciation errors One innovative approach is to incorporate songs into the curriculum, as this method can significantly improve the effectiveness of English pronunciation teaching and learning By utilizing music, students can engage more deeply with the language, making the learning process both enjoyable and impactful.
Scope of the study
Subject of study: learning English through songs by Lam Kinh high school students Due to time-limitation we focus only on consonants mistakes
Object of study : Improving English pronunciation skills for students of class 10A5 at Lam Kinh High School
Methods of the study
To achieve the aims and objectives above, a combination of different methods was used in this study
A study was conducted with 41 randomly selected students from the 10a5 class at Lam Kinh High School to assess their recognition of stress in pronunciation The questionnaire aimed to identify errors in students' understanding of stress, gather feedback on teachers' pronunciation teaching methods, and explore the learning strategies and challenges students face during pronunciation practice Additionally, the study included recording students' pronunciations for further analysis.
Ten students were chosen from the classes where the survey sheets were distributed to gather accurate data on the common mistakes they tend to make The students will listen to the song "Cry on My Shoulder" as part of the recording process.
The song "Proud of You" features the recorded voices of native speakers, providing a valuable resource for researchers to analyze and compare with student recordings, particularly during their moments of struggle.
- Observation each student pronounce English consonant
- Using tests to detect students’ pronunciation errors and the improvement
Research questions
This study is carried out with the purpose of finding out the answers to the following research questions :
1 What is current situation of English pronunciation mistakes in class 10a5?
2 Is it possible when teacher using songs to improve English pronunciation for students?
3 How teacher can use songs to the reduce pronunciation mistakes for students?
LITERATURE REVIEW
Reasearch problem history
Numerous studies have explored the role of music in foreign language education Claerr and Gargan (1984) proposed that music can effectively enhance vocabulary and grammar instruction in the classroom Murphey (1992) analyzed the discursive features of pop songs, while Lems (1996) investigated the specific impact of music and songs in teaching English as a second language Additionally, Lake (2003) highlighted the positive effects of musical environments on language acquisition.
1.2 The research situation in the country
Huynh Ngoc Mai Kha (2010) emphasizes the effectiveness of using songs to teach English grammar to children, noting that the melody and rhythm enhance their memorization skills while fostering a relaxed classroom environment Similarly, Hoang Thi Nhung (2013) found that the implementation of engaging short songs significantly improved the performance of third-grade students in English, leading to a notable increase in those achieving good marks and a decrease in average and weak students.
Definition of skill
Language learning skills are often viewed through two main psychological perspectives The first perspective focuses on the technical execution of actions, as represented by theorists like V.A Cudin and V.A Krutetxki, who define skill as the mastery of specific action methods In contrast, the second perspective emphasizes skills as a reflection of human capacity.
The representatives of the group include N.D Levitop, K.K Platonop, G.G Coluvep, and A.V Petropxki K.K Platonop and G.G Coluvep define skill as the human ability to perform work with the required quality under specific conditions and within a designated timeframe Skills encompass concepts, intellectual capital, and a psychological foundation rooted in understanding the relationship between the activity's purpose, conditions, and methods Skills are characterized by their technical execution, effective realization based on knowledge and conditions aligned with a defined goal, and their development through accuracy, proficiency, flexibility, and rhythmic coordination In education, skills are viewed as the ability to perform actions that align with their intended purpose and context Some authors emphasize that skill involves the effective execution of complex manipulations through the appropriate application of knowledge and processes While various perspectives exist on skills, they do not contradict each other but rather differ in their composition Psychologists note that learning activities focus on acquiring knowledge, skills, and techniques, which subsequently serve as tools for gaining higher-level competencies Learning is a conscious activity aimed at mastering knowledge, skills, and methods essential for effective learning.
Learning activities are inherently dual in nature, involving both individual engagement with the learning material and collaborative interaction within a group These activities are fundamentally communicative, even in solitary learning, as they reflect the social experiences of individuals Tailored to specific educational goals and curricula, student learning activities are closely linked to teaching and driven by a conscious intent to acquire knowledge, skills, and behaviors, ultimately aiming for the continuous improvement of the learner.
Teaching of Song as Media Language
Teachers can effectively incorporate songs into their classroom teaching strategies, as they offer authentic language, vocabulary, grammar, and cultural insights while making learning enjoyable for students Songs facilitate valuable speaking, listening, and language practice both in and out of the classroom As Arsyad states, "teaching of songs media is used to convey educational messages," highlighting the role of songs as a medium for communication, whether printed or audio-visual Thus, teaching media, including songs, is essential for educators to effectively deliver instructional content to students, enhancing the overall teaching and learning process.
The basic concept of English pronunciation and about music
“Pronunciation is the way to say a language or a word or a certain sound
It also shows how a certain person speaks words in a language ”(Oxford
The pronunciation of words involves several key factors, including the effective use of structural components like teeth, tongue, and lips Additionally, stress plays a crucial role in both individual words and sentences, while intonation and tone further enhance the clarity and expressiveness of speech.
The song is a short piece of music with words and performed with vocals
A song typically features accompaniment from one or more musical instruments, with the lyrics serving as the words of the song These lyrics consist of verses that convey the main content, a refrain that concludes the primary lyrics, and a chorus that delivers the central message The chorus is often the most repeated, engaging, and memorable part of the song.
Music significantly impacts human life, shaping both physical and mental development It serves as a nurturing force, akin to the way children are comforted, but extends its influence to adults as well (Murphey & Alber, 1985).
Music is an integral part of human life, influencing our daily experiences and emotions It surrounds us constantly, whether we seek it out or not, highlighting its longstanding presence in our lives.
4.4 The role of song in English learning
Scientists now believe that from recent studies of neurological activity, music and language interfere in the syntactic relationship (Patel, 2003)
Researchers have found that musical receptivity is processed in the same brain regions responsible for language and cognition (Patel et al., 1998) This indicates that the human brain recognizes elements of language and music similarly, suggesting that incorporating music into the learning process could enhance efficiency.
Phonetic table is a system of symbols corresponding to sounds, each symbol can only represent a single sound According to the international phonetic chart, there are 44 sounds in English
Phonetic table is a system of symbols corresponding to sounds, each symbol can only represent a single sound According to the international phonetic chart, there are 44 sounds in English
A phoneme is the smallest unit of sound in a language's phonetic system, essential for constructing and distinguishing meaningful units In English, there are 44 phonemes, each represented by a corresponding phonetic symbol These phonemes can be classified based on their pronunciation methods, including various consonant systems such as lips-to-lip, upper-lower-lip, upper-lip-tip, upper-teeth, upper-teeth-tongue, hard-tongue, soft-tongue, and soundless articulations.
Semi-vowel / w / / j / (From Vowel System: Single Vowel Vowel Double, Front Middle After / aɪ / High / i / / ɪ / / u / / ʊ / / aʊ / / ɔɪ / Middle / e / / ε / / Λ / / o / / ɔ / Low / ổ / / ə / / a /
6.Some common principles in English pronunciation
6.1The word has the ends : “ s / es ”
The end-reading s / es applies to:
- Singular nouns change to plural Ex: book - books, class - classes
- Singular nouns ending with -s Ex: physics, series, etc
- 3rd person verbs singular present tense
Ex: sleeps, watches, etc - Abbreviation form Ex: what's, he's etc
Ex: George's mother, one man's meal, etc Ending sound of infinitive:
Example Reading –s / es Voicemail / p /, Ropes / s / / f /, Cliffs / t /, Starts / θ /, Booths Organic Books /k/, / b / / g / Cabs, tags, / z / / l / / v / Girls, gloves / m / / r / Combs, soars, / n / / đ / Cans, lathers, / d / / ŋ / Adds, stings / ∫ / ,Wishes / iz /, / t∫ / Churches, / З / Roughes, / s / Buses, / z / Houses, / dЗ / Languages
6.2 The word has the end : -ed
The -ed ending applies to:
Verbs follow the rules of past simple and past participle
Ex: Want - wanted, hope - adumbrate, etc
The adjective has the end -ed Ex: hot-blooded, naked, etc
Final sound of infinitive: Ex pronounce
The pronunciation of the past tense "-ed" can vary based on the preceding sounds It is pronounced as a soundless /t/ in words like "want" (wanted) and "end" (ended) When the preceding sound is voiced, as in "hope" (adumbrate) and "laugh" (laughed), it is pronounced as /d/ Additionally, it takes the sound /ɪd/ after /tʃ/ as in "watch" (watched) and /k/ as in "like" (liked) For all other sounds, such as in "play" (played), it is pronounced as /d/, emphasizing the stressed syllable.
6.3 Word stress is a rhyme or syllable of the word that is read louder, longer, and higher than the rest of the rhymes
Some rules define word stress: Words have 2 syllables
- Group of words Stress type: Example Noun
Nouns typically 90% in 1st syllable: Answer, Chaos, Salmon Compound nouns 1st syllable: Takeover Greenhouse Mailman
- Nouns from French: The stress will be the last syllable Ballet, buffet, gourmet, Champagne, brochure, Antique, technique, Massage, garage, etc
Regular verbs: Original stress: Travel, harden, straighten, offer, etc
Preposition stress: Take over, left out, Get up, print out, etc
Adjective Cautious root stress, happy, solid Pleasant, proper, etc Complete, extreme, alive, distinct, etc
Original stresses: Always, later, often, Shortly, sooner, under, Over, etc Perhaps, indeed, unless, Besides, until, above, Bellow, etc
Words with 3 or more syllables: Type Stress
For example Nouns compounded nouns (Nouns + Nouns) (Adjectives + Nouns) (Nouns + Prepositions) At the beginning of Bookbinder, fountain-pen Takeover,
Adjectives can be formed by combining them with past participles, such as in "ill-treated" and "well-equipped." Additionally, verbs can be created by using a preposition with a verb, exemplified by "understand" and "oversleep." Furthermore, certain verbs take on the suffixes -ee and -eer, as seen in "volunteer" and "refugee," with the exception of "committee." Lastly, the suffix -ic is also noteworthy in this context.
The suffixes associated with the term "Romantic" include various economic forms such as -tion, -cian, and -sion Additionally, terms like communication, -phy, -gy, -try, -cy, -fy, and -al are relevant In the third syllable, adjectives derive from foundational concepts, exemplified by words like photography, biology, geometry, and instruments such as parameter, thermometer, and barometer.
A consonant called a voiced or voiceless consonant is a consonant that is produced with or without vibration of the vocal cords
Table 1 System of voiceless and voiced consonants voiced voiceless
* Affricate /tʃ/ /dƷ/ nosal /m/ , /n /,/ ŋ/ lateral /l/ gliding /r/,/j/,/w/
Table 2 The table shows the consonant position of consonants
Upper lip and lower lip /p/ ,/b/
Lower lip and upper teeth /f/ , /v/
3 Dantal teeth Teeth and tongue /θ/ , /ð/
The junction between the gums and the dorsum and the tongue
6 Palato throat Throat and tongue /j/
7 Velar Soft palate and tongue /k/, /g/ , /ŋ/
Table 3: Table shows the manner of consonant articulation
Motivation to improve English
There are many different definitions of motivation, according to Harmer
Motivation is the internal drive that propels individuals toward achieving their goals According to Cole and Chan (1994), there are two primary types of motivation in learning: extrinsic and intrinsic Extrinsic motivation stems from external factors, such as the desire to learn a language to integrate into a culture or to secure job opportunities, which is particularly relevant for students at Lam Kinh High School Many students are motivated to excel in English to enhance their career prospects and pursue further studies abroad However, despite a significant portion of students (54%) identifying job acquisition as a learning goal, various challenges hinder their success On the other hand, intrinsic motivation is influenced by internal classroom factors, including the physical environment, teaching methods, and teacher engagement Unfortunately, a survey revealed that 64% of students lack adequate motivation, primarily due to poor classroom conditions, inadequate teaching resources, and traditional teaching methods that fail to engage students effectively.
The man differences between Vietnamese and English pronunciation
The Vietnamese language is characterized as monosyllabic, in contrast to the English language, which is multi-syllabic This fundamental difference poses challenges for Vietnamese students in remembering polyphonic words and accented syllables, as well as in detecting them effectively.
The sound systems of English and Vietnamese differ significantly, impacting pronunciation for learners Vietnamese features 23 consonants, 13 vowels, and 3 double vowels, while English has 24 consonants and 20 vowels, including 12 single and 8 double vowels Notably, certain English consonants, such as /dʒ/ in "enjoy," /θ/ in "thank," /ð/ in "this," and /p/ in "parrot," do not exist in Vietnamese These differences often lead to challenges for Vietnamese students, particularly in pronouncing final consonants and vowels combined with consonants.
Conclusion
In conclusion, by exploring the definitions of English and music, as well as the relationships and differences between English and Vietnamese, we not only focused on teaching students to sing in English to improve their pronunciation but also gained a brief understanding of these concepts.
This article explores the 44 sounds in English, focusing on pronunciation and stress patterns It emphasizes the importance of identifying personal motivation for learning English Additionally, it provides insights on analyzing two negative pairs and includes two tables detailing the positions of consonants and their articulation manners.
RESULTS AND EVALUATION
Findings from observation
We conduct research to assess the impact of listening to and singing English songs on students' pronunciation over a two-month period By using songs with simple, familiar words and age-appropriate themes, we facilitate easier memorization through catchy choruses Initially, students listen to the songs while watching videos to observe the singer's mouth movements, aiding in their pronunciation imitation For challenging words, we provide guidance and encourage repetition until students feel confident.
The table below shows the frequency of errors in pronunciation of consonants by students in grade 10a5, tested three times
After test 8 weeks of observation on pronunciation to investigate about the consonant mistakes that students often make when pronouncing, we have obtained the following results:
Table 4 Data sheet of 3 times students' pronunciation test before listening to singing - after listening and practicing singing for 4 weeks - and finally 8 weeks
A survey conducted among 10a5 students at Lam Kinh High School revealed significant consonant pronunciation errors, particularly with the /θ/ sound In the first test, 12 students (29.2%) often mispronounced this sound, while 15 students (36.6%) always mispronounced it The second test showed a consistent percentage of students mispronouncing frequently, but the number of those who always mispronounced decreased by 2.5% By the third test, there was a notable improvement, with pronunciation errors decreasing by approximately 2.5% to 4.9%, and the percentage of students free from errors increasing by about 7%.
In the first test, the sound /ð/ was mispronounced by 29.2% of students (12 students), with 34.1% (14 students) making frequent mistakes In the second test, mispronunciation errors decreased by 2.5-4.9%, and the number of students who rarely or never mispronounced the sound doubled to 4.9% The third test also showed improvements, indicating that students' pronunciation errors for the sound /ð/ have slightly improved over the three assessments.
In the first test, 12 students frequently made mistakes with the sound /ʃ/, representing 29.2% of the group, while 13 students consistently pronounced it incorrectly, accounting for 31.7% By the third test, the number of students who frequently and always made pronunciation errors decreased by approximately 6.5% Conversely, the percentage of students who never or rarely made pronunciation errors increased by 3.5%.
In the first test of the /s/ sound, 11 students frequently mispronounced it, representing 26.8%, while 12 students consistently made errors, accounting for 29.2% In the second test, the number of students who often or always mispronounced the sound decreased by one Additionally, the percentage of students who never or rarely made pronunciation errors increased by approximately 3.5% Overall, across all three tests, the percentage of pronunciation errors decreased by about 5%, and the number of students with fewer mispronunciations rose by 7-10%.
In the first test, the mispronunciation of the sound /f/ was observed among students, with 4.8% of students frequently mispronouncing it and 7.3% consistently pronouncing it incorrectly.
In 3 time test the percentage of people who often, always make pronunciation errors has decreased by 5-7%, the number of people who frequently make pronunciation errors has decreased to 0% The number of people who never, rarely make pronunciation errors has increased by about 5-12%
In the first test, 3 students frequently mispronounced the sound /b/, resulting in a mispronunciation rate of 7.3% For the sound /m/, 4 students often mispronounced it at a rate of 9.75%, with 2 students mispronouncing it consistently, accounting for 4.8% By the third test, while the number of students who frequently or always made pronunciation errors remained unchanged, the percentage of those who often mispronounced decreased by 7% Conversely, the number of students who never or rarely made pronunciation errors increased by 4%.
Preliminary tests on students' consonant pronunciation errors, combined with the use of songs for correction, have demonstrated significant improvements in their pronunciation As students engaged in singing, they focused on the words, leading to more accurate pronunciation.
Findings from tests
Following the initial survey, we advanced our research by creating a lexicon of 24 sounds and collecting 41 recordings We then compared the students' pronunciations to the standard pronunciation, revealing that all students made errors with the consonants listed Here are the results obtained by our team:
Table 5: Data from test before singing practice
Sounds Number of people mispronucing Percent (%)
From the information of the statistics table, it is shown that the students all made mistakes in consonant pairs, namely the following: sound / âm/ accounts for (70.7%) - /ð/ 53.6%, soud/ ʃ / 60.9% - / s / 51.2% , soud / t / 39%
- / d / 41.4%, soud / tʃ / 31.7% - / dƷ / 34.1 %, soud /j/ 26.8% - /Ʒ/ 29.2% In which the most mistakes are the two pairs /θ/- /ð/ and /ʃ/ - /s/, so I have researched this pair
Create a vocabulary sheet featuring two pairs of sounds: /θ/ and /ð/, as well as /ʃ/ and /s/ For each sound pair, include ten words sourced from the book that exemplify these sounds.
"Ship or Sheep" by Ann Baker is a recognized phonetic textbook utilized in Vietnamese universities, including the University of Foreign Languages - Hanoi National University, Vinh University, and Danang University of Foreign Languages The book presents standard British English pronunciation, specifically from London I selected familiar and commonly used words to compare pairs of sounds, analyzing their similarities and differences This comparison is based on criteria such as pronunciation position, method, and sound strength, which helps to explain the reasons behind students' incorrect pronunciation of these sounds.
I recorded 41 students from class 10a5, creating a vocabulary sheet with two pairs of sounds, each containing five words During the recording session, students read aloud the designated words, resulting in a total of 820 recordings (41 students multiplied by 20 words) Upon reviewing the recordings, I identified several poor-quality entries due to low reading levels and background noise Consequently, I eliminated these subpar recordings and focused my research on the remaining 700 high-quality records selected from an initial pool of 550.
The study reveals that 70.7% of students struggle with the pronunciation of the consonant /θ/, making it the most frequently mispronounced sound This is followed by the consonants /ð/, /ʃ/, and /s/, with error rates of 53.6%, 60.9%, and 51.2%, respectively Overall, these four consonants represent the most common pronunciation errors among 10a5 students.
2.2 Errors of consonants group based on articulation position
Chart 1:Chart show errors of consonants group based onarticulation position
The analysis of data from Table 4 and the accompanying chart reveals the pronunciation errors of consonant groups based on articulation position Initially, students exhibited a 25.5% rate of consistent pronunciation errors, which decreased to 18.25% by the third test after training and singing English songs Notably, errors in the Dental, Alveolar, and Post-Alveolar categories were reduced by approximately 5-6% In contrast, the Bilabial, Labio-Dental, Velar, and Glottal categories showed a smaller decrease of about 1.5-2% Overall, the graph illustrates a gradual reduction in students' pronunciation errors across consonant groups from the first to the third test.
2.3 Errors of consonants group based on articulation maner
Chart 2: Chart show errors of consonants group based on articulation maner
The analysis of Chart 2 reveals that students consistently exhibit pronunciation errors of up to 20% in the Affricate and Fricative consonant groups Notably, after the third test, these errors decreased by approximately 4% Additionally, errors in the Plosive, Nasal, Lateral, and Semi-vowel groups also showed a gradual decline of about 4-5% Overall, the data indicates a steady reduction in pronunciation errors across consonant groups based on articulation manner from the first to the third test.
Solution
From the survey results, I offer some general solutions that can be applied to all students in grade 10a5 at Lam Kinh High School That is :
- Create a habit of speaking, especially singing in English
This method brings great benefits, makes learning English extremely simple, interesting and brings great results
Listening to English songs regularly enhances exposure to the language, making it easier to become familiar with its nuances Immersing oneself in a foreign language environment is one of the most effective methods for self-study and discovery Songs performed by native speakers not only improve listening skills but also aid in proper pronunciation and speaking abilities.
Listening to English songs immerses students in the language, helping them develop strong communication skills and familiarity with common phrases not typically found in textbooks The stresses of studying can be alleviated by incorporating favorite English songs, making the learning process enjoyable This engaging approach allows children to learn while dancing and playing, transforming English learning into a fun and exciting experience.
Embrace the process of learning English by not fearing mistakes; they are essential for growth Remember, the key to improvement lies in the lessons you take away from your errors.
Specific measures
A survey revealed that students exhibit various pronunciation errors for different reasons During my two-month internship at Lam Kinh High School, I incorporated English songs into my lessons to address this issue Each day, I played their favorite songs, focusing on those with simple pronunciation that are easy to remember and sing along to Additionally, I dedicated about four minutes at the start of each class to this activity, which not only enhanced their engagement but also energized them for more effective learning.
After conducting a survey following the listening and singing of three songs—"Cry on My Shoulder," "Proud of You," and "At My Worst"—I focused on helping students practice challenging sounds such as /θ/, /ð/, /ʃ/, /s/, /t/, /d/, /tʃ/, and /dƷ/ Over two months, I encouraged students to sing along daily, paying special attention to the italicized words in the lyrics This approach allowed me to identify pronunciation errors effectively, leading to valuable insights from the survey results.
Table 6 List of pronunciation errors
Souds and words Cirle tests Number of people mispronouncing Percent (%) /θ/ through
From the table above, we can see the change in difficult sounds: /θ/ /ð/ /ʃ/ /s/ /t/ /d/ /tʃ/ /dƷ/ pronunciation errors have been reduced, respectively:
The study observed a decrease in various sounds, with sound /θ/ declining by 9.8%, sound /ð/ by 4.9%, and sound /ʃ/ by 12.2% Additionally, the sounds /s/, /t/, and /d/ experienced a reduction of 7.3% Other tones also showed a decrease, while certain sounds, including /tʃ/, /b/, /k/, /z/, and /w/, remained unchanged.
Conclusion
Research indicates that students significantly enhance their vocabulary by listening to English songs, which feature a variety of common words, phrases, and expressions used in daily communication Additionally, these songs contribute to improvements in pronunciation A survey conducted through three tests revealed a notable increase in vocabulary retention, with a 12.1% improvement observed.
The gradual decrease in students' pronunciation toxicity, now at 19.5%, highlights the positive impact of listening to English songs Engaging with music aids in developing phonics and understanding the rhythms and tones of the language Additionally, learning grammar through songs enhances retention, as repeated exposure embeds these concepts into students' subconscious more effectively than traditional reading methods Furthermore, songs provide insights into the culture, traditions, and history of English-speaking countries, enriching students' understanding of the language and its context.
CONCLUSION AND SUGGESTIONS
Conclusion
Charts 1 and 2 indicate that errors in consonant pronunciation based on articulation manner are more prevalent than those based on articulation position Specifically, 26% of participants consistently mispronounced dental sounds in the first test, highlighting the greater difficulty associated with articulation manner Many students struggle with the correct placement of articulatory organs such as teeth, tongue, and gums, often assuming that English sounds closely resemble those in Vietnamese This misconception leads learners to pronounce new English sounds similarly to familiar Vietnamese ones, as noted by George (1972) Consequently, students frequently mispronounce sounds like /th/ due to improper positioning of their vocal apparatus.
The interviewed students found the /θ/ and /δ/ sounds particularly challenging, often mispronouncing /δ/ due to uncertainty about tongue placement and vocal cord vibration, leading them to substitute it with /d/ or /gi/ from Vietnamese They also struggled with the /ʃ/ sound, frequently pronouncing it as /s/ or /z/ because of the difficulty in rounding their lips and curling their tongues The /ʒ/ sound posed similar challenges, as it also requires vocal cord vibration Regarding the /ʧ/ sound, students noted they pronounce it lighter, akin to the Vietnamese /ch/, while the /ʤ/ sound was often mispronounced as /z/ or /d,g/ This indicates that a lack of knowledge about sound formation contributes to pronunciation errors, with the influence of their mother tongue being a significant factor in these mistakes (Ellis, 1997).
Learning English through songs is favored by students for its relaxing approach Music, primarily created for entertainment, transforms words into soft, rhyming, and catchy phrases, allowing learners to feel at ease and free from study pressure The language embedded in the songs enables students to enjoy the lyrics, helping them focus and forget that they are learning a foreign language.
Many students struggle to understand English song lyrics due to unclear pronunciation, fast singing, and skipped sounds This challenge is particularly pronounced for beginners, whose limited listening skills and vocabulary hinder their comprehension of the content and messages Additionally, cultural differences can lead to exposure to inappropriate themes, such as violence and sex, which are unsuitable for high school students Time constraints also pose a challenge, as many students have busy schedules that make it difficult to engage with this learning method However, data analysis indicates that using songs in the teaching-learning process is more effective, as evidenced by a reduction in students' incorrect pronunciation and an overall improvement in their English pronunciation skills.
Suggestions
A study conducted with 41 students from grade 10a5 at Lam Kinh High School explored the effectiveness of learning English through songs, highlighting improvements in language skills and common challenges faced by students Based on the findings, several recommendations are proposed to enhance the effectiveness of this learning method.
Support audio devices in classrooms to make it more convenient to apply the method of learning English through songs
- Prepare songs and design appropriate activities to use in English classes
- Accordingly, the song can be used in warm-up activities, listening practice, speaking practice, writing practice, even in consolidation activities
To enhance student motivation in learning English, teachers should incorporate engaging methods such as songs and appealing teaching materials Utilizing various teaching aids in the classroom can significantly boost students' interest and enthusiasm for the language.
- The teacher should be able to select technique which suitable with situation and condition of class
- Choose the right song based on your interest and level
- Find English songs in reliable sources
- Determine your own goals to apply the correct method of learning English through songs
- Be more persistent in learning English through songs
Every student has unique preferences, meaning that what appeals to one may not resonate with another Consequently, it is essential for teachers to understand their students' interests before selecting the media for the teaching and learning process.
Each student has a unique condition, leading to varying achievements, even in seemingly similar contexts such as English pronunciation Despite enjoying the same teaching methods, students may still demonstrate different levels of success Therefore, it is essential for teachers to select teaching strategies that align with the individual needs and conditions of their students.
This study focuses on the pronunciation of consonants among 10A5 students, utilizing English songs as a teaching method The aim is to enhance the pronunciation skills of Lam Kinh high school students specifically, while also benefiting English learners more broadly.
1 Ann, B (2004) Ship or sheep Publishing House of Transport
2 Thao, D.X (1994) Modern Vietnamese phonetics Hanoi Pedagogical University 1
3 Huynh Ngoc Mai Kha (2010) studies on teaching English grammar to children through song
5 Kusnieriek (2016) studies the role of song and music in teaching English vocabulary
9 According to VA Krutetxki, K.K Platonop and G.G Coluvep
10 Oxford Advanced Learners' Dictionary, 7th Edition
11 Bowen, T & Marks, J (1992), The pronunciation book: student - centered activities for pronunciation work, Harlow : Longman
12 Burns, R B (1994) Introduction to Research Methods Melbourne Longman Cheshire Press
13 Grant, L (2014) Prologue to the myths: What teachers need to know
In L Grant (Ed.), Pronunciation myths Ann Arbor: University of Michigan Press, 1–33
14 Hancock, M (2003), English pronunciation in use, 3rd edition, New York: Cambridge University Press
15 Hewings, M (2004), Pronunciation Practice Activities, 4th edition, New York: Cambridge University Press
16 Jones, D (1998), The pronunciation of English, New York: Cambridge University Press
17 Kemmis & Mc Taggart (1988) Action Research Universidad Autónoma De Madrid
18 Kenworthy, J (1987), Teaching English Pronunciation, 7th edition, London, New York: Longman
19 Pennington, M C (1996), Phonology in English language teaching: an international approach, London, New York: Cambridge University Press
20 Halsey, A.H (1972) Educational priority EPA Problems and Policies Volume 1
21 Hancock, M (1995),Pronunciation games,Cambridge: New York: Cambridge University Press
22 Hewings, M & Goldstein, S (1998), Pronunciation plus: practice through interaction: North American English, Cambridge, U.K ; New York : Cambridge University Press
23 Kelly, G (2000), How to teach pronunciation, London: Longman
24 Macneil, D (1987), Teaching pronunciation to Vietnamese students Australia : A program support group research
25 Macneil, D Into speech, bilingually : An individual pronunciation course for Vietnamese learner, Adult Migrant Education Services
26 Maurer Smolder, C (2012), Be understood! :a pronunciation resource for every classroom, Cambridge: Cambridge University Press
27 Meyers, C M & Holt, S (2001), Pronunciation for success: student workbook, Burnsville, MN : Aspen Productions
28 Nguyen, Quoc Hung (2009), Ky thuat luyen phat am tieng Anh My,
29 NXB Tong Hop Thanh Pho Ho Chi Minh
30 O'Connor, J D (1990), Better English pronunciation, 2nd edition, New York: Cambridge University Press
31 Roach, P (1983), English Phonetics and Phonology, New York: Cambridge University Press
32 Tench, P (1981), Pronunciation skills.3rd edition, London: Macmillan Publishers Ltd
33 Trim, J L.M (1975), English pronunciation illustrated, New York: Cambridge University Press
34 Underhill, A (2005), Sound foundations: learning and teaching pronunciation, Oxford : Macmillan
35 Wallace, M.J (1998) Action research for language teachers Cambridge University Press
ThS Hoàng Thị Thu Hà Đào Thị Diệu
If the hero never comes to you
If you need someone you’re feeling blue
If you’re away from love and you’re alone
If you call your friends and nobody’s home You can run away but you can’t hide
Through a storm and through a lonely night Then I show you there’s a destiny
The best things in life
But if you wanna cry
If you need someone who cares for you
If you’re feeling sad your heart gets colder Yes I show you what real love can do
If your sky is grey oh let me know
There’s a place in heaven where we’ll go
If heaven is a million years away
Oh just call me and I make our day
When the nights are getting cold and blue When the days are getting hard for you
I will always stay here by your side
I promise you I’ll never hide
What real love can do
What real love can do
What real love can do
(According to the author Super Star)
Sitting silent by my side
Hold me up Hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
To give the best of mine
Till the end of the time
To give the best of mine
The heaven in the sky
Give me love make me smile
Till the end of life
Hold me up hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind
To give the best of mine
Till the end of the time
To give the best of mine
The heaven in the sky
Can't you believe that you light up my way
No matter how that ease my path
I'll never lose my faith
I'm proud to fly up high
Show you the best of mine
Till the end of the time
Show you the best of mine
The heaven in the sky
Spread my wings so wide
(According to the author Fiona Fung)
Can you be my friend?
Can you be my lover up until the very end?
Let me show you love, oh I don't pretend
Stick by my side even when the world is givin' in (Yeah)
I'll be there, whenever you want me
I need somebody who can love me at my worst
Know I'm not perfect but I hope you see my worth
"Cause it" s only you, nobody new, I put you first
And for you, girl, I swear I'll do the worst
Ooh, ooh-ooh, ooh-ooh-ooh
Ooh, ooh, ooh, ooh-ooh-ooh
If you stay forever, let me hold you hand
I can fill those places in your heart no one else can
Let me show you love, oh I don't pretend (Yeah)
I'll be right here, baby, you know I'll sink or swim
I'll be there, whenever you want me
I need somebody who can love me at my worst
Know I'm not perfect but I hope you see my worth (Yeah)
"Cause it" s only you, nobody new, I put you first (Put you first)
And for you, girl, I swear I'll do the worst
Ooh, ooh-ooh, ooh-ooh-ooh
Ooh, ooh, ooh, ooh-ooh-ooh
Ooh, ooh-ooh, ooh-ooh-ooh
I need somebody who can love me at my worst
Know I'm not perfect but I hope you see my worth
"Cause it" s only you, nobody new, I put you first
And for you, girl, I swear I'll do the worst
( According to the author Pink Sweat )
2 Tests a) First practise the target sound /p/ in words from the dialogue Read the words aloud or visit the website to practise
The sound /p/ is louder before a vowel, and fairly loud before 'l' or 'r'
One-syllable words: pot pie piece spoon plate plane please
Two-syllable words: pencil Peter pepper pocket Poppy postcard pulling Paris airport stupid practise plastic people apple
(The strong stress is always on the first syllable in these words.)
TWo-syllable words: surprised perhaps
(The strong stress is always on the second syllable in these words.)
Three-syllablewords: passenger newspaper potato impatient pepper pot
Word stress is a consistent feature in language, where certain syllables are emphasized more than others In this context, bold formatting indicates the syllable that receives the strongest stress, meaning it is pronounced more loudly and clearly compared to the other syllables in the word.
Sentence stress varies based on the speaker's intended meaning The use of underlining indicates which words in a sentence receive strong emphasis, meaning they are pronounced more loudly and slowly compared to others.
It's a piece of potato plc on a plastic plate Peter is surprised
The sound /p/ is often quieter at the end of a word
Ex an envelope with a stamp, a cup , Help! a pipe
What happens to the quiet sound if the next word begins with a vowel? a cup of tea Help us!
The sound /p/ is often soft and can be nearly silent when it precedes a consonant Practice by listening and repeating words such as "empty," "upstairs," "dropped," "help me," "helpful," "perhaps," "Mr Tupman," "stop shouting," "stop talking," and "stop pulling." Pay close attention to the dialogue, noting how the target sound varies in volume Afterward, read the dialogue and complete the gaps (1-6) and (a-f) with the appropriate words from the provided boxes, with numbers 1 and a) already filled in as examples.
Words 1-6 have a louder /p/ sound: past pocket passports policeman pepper potato
Words a-f have a ouieter /p/ sound: upstairs stop envelope cup dropped help
( Mr and Mrs Tupmon are at the airport They have just got off the plane from Paris)
MR TUPMAN : Poppy! Poppy! I think l've lost the (1) passporfs !
MRS TUPMAN: How stupid of you, Peterl! Didn't you put them in your (2)
MR TUPMAN: (emptying his pockets) Here's a pen a pencil my pipe a postcard an a) envelope with a stamp a pin
MRS TUPMAN: Oh, b) taking things out of your pockets Perhaps you put them in the plastic bag
MR TUPMAN: (emptying the plostic bog) Here's a newspaper an apple a pear a plastic c) a spoon some paper plates a pice of (3) pie a (4) pot
MRS TUPMAN: Oh, stop pulling things out of the plastic bag, Peter These people are getting impatient
MR TUPMAN: Well, d) me, Poppy
MRS TUPMAN: (to official) We've lost our passports Perhaps we e) them on the plane
OFFICIAL: Then let the other passengers (5) , please
MR TUPMAN: Poppy, why don't you help? You aren't being very helpful Put the things in the plastic bag
Please review the dialogue again to verify your answers, and practice reading it aloud Record your voice to compare your pronunciation of the target sound with the original recording.
3 Data sheet of 3 times students' pronunciation test before listening to singing - after listening and practicing singing for 4 weeks - and finally 8 weeks
Frequency of consonant mistakes Never Rarely Often Frequent Always