Rationale of the study
English is the most widely spoken language globally, making it essential for communication in today's interconnected world As a result, the demand for English education has surged across countries, including Vietnam, which has experienced significant growth in English teaching and learning since adopting its open-door policy.
Pronunciation is crucial in foreign language learning as it significantly impacts learners' communicative competence and performance Inadequate pronunciation can undermine learners' self-confidence and hinder social interactions With the growing emphasis on communicative approaches in English as a Foreign Language (EFL) instruction, there is a renewed focus on the importance of pronunciation in enhancing overall communication skills among EFL learners.
Ham Yen High School, located in a mountainous region, predominantly serves ethnic students, with 63% of its enrollment consisting of these groups, including 83% Hmong students Many of these students face challenges in learning English pronunciation To date, there has been no research focused on the English pronunciation learning experiences of ethnic learners at Ham Yen High School Consequently, the researcher aims to conduct this study to enhance pronunciation skills among these students, with the broader goal of benefiting similar educational contexts across Vietnam.
Objectives of the study
The inter-related aims of the study are:
- Investigating on typical pronunciation errors that Hmong students often commit
- Finding out factors affecting English pronunciation learning of Hmong students at Ham Yen High School
- Proposing suggestions to improve English pronunciation learning of
Hmong students at Ham Yen High School.
Research questions
In the thesis, the following questions will be answered i) What kinds of English pronunciation errors do Hmong students at Ham
Ham Yen High School faces challenges in English pronunciation among Hmong students, influenced by several key factors These include the students' native language interference, limited exposure to English, and inadequate pronunciation training To enhance English pronunciation skills, targeted strategies such as interactive language workshops, increased listening practice, and personalized feedback should be implemented Addressing these issues will significantly improve the overall English proficiency of Hmong students at Ham Yen High School.
Scope of the study
This study investigates the factors influencing English pronunciation learning among Hmong students at Ham Yen High School, specifically excluding research on other students or educational institutions.
Data collected for this thesis are mainly from Hmong learners and some teachers of English in this school.
Methods of the study
This study employs both qualitative and quantitative methods, primarily utilizing a survey research approach to investigate factors influencing English pronunciation among 55 Hmong students at Ham Yen High School, Tuyen Quang A survey questionnaire serves as the main tool for data collection, enabling the researcher to gather responses quickly and efficiently, which enhances the accuracy of the analysis through a larger data set However, the study acknowledges limitations of the survey method, such as the restrictive nature of closed-ended questions and the impersonal format that may hinder open communication To address these issues, supplementary interviews are conducted, and a pronunciation test is designed to identify common errors made by ethnic students.
Significance of the study
This study aims to enhance English pronunciation instruction for Hmong high school students in Vietnam, serving as a valuable resource for language teachers nationwide It specifically targets educators interested in improving the pronunciation skills of Hmong students and other ethnic minorities, providing practical insights and strategies for effective teaching.
Design of the study
The study is organized three parts as follows:
Part A-Introduction presents rationale, objectives, research questions, scope, methods, significance, and design of the study
Part B-Development is divided into three chapters
Chapter 1 reviews the literature and theoretical foundations of English pronunciation learning, focusing on key perceptions and characteristics It highlights five critical factors that influence the acquisition of English pronunciation The chapter concludes with an overview of Hmong phonology, providing context for understanding pronunciation challenges.
Chapter 2 describes the context of the study, the participants, data collection instruments as well as the data collection procedures
Chapter 3 presents data analysis, findings and discussions, and possible suggestions
Part C-Conclusion provides conclusion, limitations and future research of the study.
LITERATURE REVIEW
Perceptions of pronunciation
Pronunciation is commonly understood as the manner in which a word is articulated, as noted by various writers and defined in the Oxford Advanced Learner’s Encyclopedic Dictionary (1992).
Pronunciation is defined as "the way in which a word is usually pronounced" (Longman Dictionary of Contemporary English, 1978), and is viewed by Christiane Dalton and Barbara Seidlhofer (1994:3) as the "production of significant sound." They describe pronunciation in two ways: first, as part of a specific language's code, which differentiates English sounds from those of other languages, emphasizing the production and reception of speech sounds Second, pronunciation is linked to conveying meaning within contextual usage, where sound interacts with various factors to facilitate communication, highlighting its role in acts of speaking.
Pronunciation refers to the accepted way of articulating words, encompassing elements such as phonology, stress, rhythm, intonation, and the linking of sounds According to the American Heritage Dictionary (1992), it is fundamentally about how words are spoken, while Ur (1996) emphasizes its broader aspects, including the combination of sounds and the overall sound structure of a language.
Features of pronunciation
Pronunciation features in language are categorized into segmentals and suprasegmentals Segmental features encompass the sound inventory, with Standard English comprising twenty vowels and twenty-four consonants, totaling forty distinct sounds that help differentiate words (Florez, 1998) In contrast, suprasegmentals convey essential information structure, allowing listeners to identify emphasized words, differentiate between speech acts like statements and questions, recognize phrasal boundaries, and interpret attitudes and emotions These suprasegmental elements manifest through various sound features.
stress – the length, volume, and pitch applied to syllables in words and sentences
rhythm – the beat pattern of stressed and unstressed syllables (tied with sentence stress)
adjustments in connected speech – changes in sounds when words blend together in speech
prominence – vocally highlighting words in speech to express meaning, new vs old information, or intent, by use of loudness, length, pitch and vowel quality
intonation – the rise and fall of voice pitch in sentences and phrases
Research by Meng et al (2009) highlights that both segmental and suprasegmental features significantly influence expert assessments of speaking proficiency, with suprasegmentals playing a more crucial role in overall message comprehension Meng (2009:1) emphasizes that suprasegmental features convey essential information that aids listeners in identifying emphasized words, phrase boundaries, speech acts, and the speaker’s emotions A study by Derwing and Rossiter (2002) involving 100 ESL students revealed that participants focused primarily on segmental pronunciation issues, despite their minimal functional impact, indicating a limited awareness of suprasegmental features Consequently, the negative transfer of these suprasegmental aspects can hinder the clarity of the intended message, especially when the first language (L1) differs significantly from the second language (L2).
Factors affecting English pronunciation learning
The age at which language learning occurs is a controversial topic, particularly regarding its impact on pronunciation Research by Celce-Murcia et al (1996) and Florez (1998) highlights the debate surrounding the critical period hypothesis Some experts argue that after puberty, brain lateralization makes it challenging for learners to acquire and produce new sounds as effectively as children Conversely, others suggest that sensitive periods for language learning exist, indicating that adults must adjust their neural networks to adapt to new sounds Overall, studies indicate that adults generally face greater challenges with pronunciation compared to children when learning a new language.
A learner's first language (L1) significantly impacts their accentedness and intelligibility in a new language (L2) Negative transfer, or interference, occurs when L1 features are incorrectly applied to L2, resulting in errors in aspiration, rhythm, and intonation This phenomenon highlights the challenges language learners face due to the inherent differences between their native language and the new language they are acquiring.
Language transfer affects both segmental and suprasegmental aspects of speech, and these interference effects can become ingrained over time, posing challenges for adult second language (L2) learners Research indicates that greater differences between a learner's native language and the target language can lead to increased difficulties in pronunciation.
Non-linguistic factors such as personality traits, learning goals, attitudes towards the target language, cultural influences, and types of motivation significantly impact the development of pronunciation skills, as highlighted by Miller (2003) Additionally, the extent of exposure to and engagement with the target language plays a crucial role in enhancing or hindering these skills Outgoing and confident learners who actively interact with native speakers are more likely to practice and improve their pronunciation (Avery & Ehrlich, 1992) In contrast, some learners may struggle with discomfort when attempting to adopt new speech patterns, leading to challenges in their pronunciation development (Miller, 2003).
Many learners perceive English pronunciation as daunting, often concluding that mastering it is futile (Laroy, 1995) Miller (2003) emphasizes that the ability to alter speech patterns is influenced by the student's sense of responsibility, the extent of their practice outside the classroom, and their overall readiness to learn.
The duration of a person's engagement with the English language can significantly influence their proficiency More crucially, the frequency and quality of daily interactions in English play a vital role in language development.
Languages are best acquired through ample exposure to comprehensible input, a concept evident in quality elementary schools where students engage comfortably and freely In contrast, adults typically work in environments lacking rich linguistic interactions, often socializing within their own language groups According to Singer (2006), the key factor influencing accurate pronunciation is the learners' daily exposure to English.
1.3.5 Attitude and motivation to learn
Many students learn English to achieve academic and career goals, but some may feel pressured to do so or fear losing their native language (L1) A learner's attitude toward the new culture and language can significantly affect their pronunciation intelligibility Additionally, personal identity and motivation play crucial roles in shaping pronunciation skills Research by Elliott (1995) indicates that a student's motivation to master the target language's pronunciation is a key factor in their pronunciation accuracy.
Students' motivation plays a crucial role in their pronunciation learning, as positive reinforcement, such as praise for their English skills, can significantly enhance their sense of achievement and encourage them to speak more confidently.
Hmong phonology overview
In Hmong, the fundamental phonological unit is the syllable, rather than the word, as highlighted by Chang (2005) Most morphemes are monosyllabic, and syllables typically convey clear meanings Polymorphemic words are considered analytic and often referred to as "terms," with their individual morphemes called "words." Each Hmong syllable consists of an onset, a rime, and a tone, with a total of 57 possible onsets, 13 rimes, and 7 tones While the complexity of onsets is notable, syllable codas are predominantly simple, as most rimes have zero-coda, except for two that end in [ŋ] Thus, in the analysis of Hmong, focusing on onsets and rimes is more practical than examining segments, as the limited number of onset clusters compared to the overall segments supports this approach.
Most Hmong-Mien words are monosyllabic (Chang, 2005) They start with one or more consonants followed by a vowel and, sometimes, by a final consonant
Hmongic languages, as noted by Chang (2005), feature a diverse array of initial consonants, including retroflex, uvular, and glottal sounds, in addition to standard labial, dental/alveolar, palatal, and velar consonants In these languages, voiceless stops and affricates are predominant over their voiced counterparts The consonants exhibit a four-way contrast: voiceless unaspirated, voiceless aspirated, voiceless prenasalized, and voiced In languages lacking voiced stops, such as Hmong, voiceless stops can be articulated with both prenasalization and aspiration, resulting in a modified four-way contrast consisting solely of voiceless stops: unaspirated, unaspirated prenasalized, aspirated, and aspirated prenasalized.
Hmongic consonant systems feature a unique aspect with contrasting pairs of voiceless and voiced nasals, a rarity in global languages The only allowed final consonants in Hmongic are the dental and velar nasals (n, ŋ) In comparison, Mien has a smaller set of initial consonants but allows a greater variety in final positions, including three nasals (m, n, ŋ) and three stops (p, t, and glottal ʔ).
Hmong-Mien languages are characterized by their tonal nature, with some languages exhibiting an impressive range of tonal contrasts, reaching as many as eleven or twelve These tones are crucial for making lexical distinctions In addition to pitch variations, Hmong-Mien tones can also feature unique voice qualities, such as 'breathy' or 'creaky.'
Chapter summary
This chapter highlights key theoretical concepts related to teaching and learning pronunciation, emphasizing its essential role in language courses It discusses various pronunciation features and the factors influencing effective pronunciation instruction Ultimately, mastering pronunciation is crucial for successful language acquisition.
METHODOLOGY
Context of the study
Ham Yen, a mountainous district in northern Tuyen Quang, is home to three upper secondary schools, with Ham Yen High School being the preferred choice for parents and students transitioning from lower secondary education The school boasts 34 classes and a dedicated team of 87 teachers, alongside six modern classrooms equipped with projectors and LCD screens Additionally, Ham Yen High School enhanced its facilities two years ago by adding a foreign language learning lab.
Teaching and learning English at Ham Yen High School face several challenges, including large class sizes of 40 or more students Furthermore, students have limited opportunities to interact with native speakers, which hampers their language development.
Ham Yen High School employs eight dedicated English teachers, aged between 30 and 40 Six of these educators have completed in-service training programs, while the remaining two hold degrees from the Foreign Language Department at Thai Nguyen University of Education Committed to enhancing the quality of English teaching and learning, all teachers demonstrate a strong enthusiasm for their profession.
Ham Yen Upper Secondary School has 1,287 students, the majority of whom have been studying English since grade 3 Despite having at least seven years of compulsory English education, many students struggle with learning and pronouncing the language Consequently, about two-thirds of the students score below 6 on their 45-minute tests.
The participants
The study gathered data from five experienced female English teachers and 55 students at Ham Yen High School Ranging in age from 30 to 40, all teachers have a minimum of six years of English teaching experience and hold degrees from both regular and in-service training programs.
A total of 55 Hmong students were selected for the study, as the number of students from other ethnic minority groups was insufficient for consideration This random selection includes both male and female students, with 15 participants from grade 10.
17 students are from grade 1, and the rest are from grade 12.
Data collection instruments
As mentioned in the above section, to collect information and data, three instruments: questionnaire, interview and test were used
A survey questionnaire with closed questions was administered to collect data from 55 Hmong students at the twenty-fifth week of the second term
The questionnaire comprises 13 questions divided into three parts, each targeting the specific research questions outlined earlier This structured approach ensures that the questionnaire effectively addresses the research objectives by categorizing the questions into distinct groups.
Information about English pronunciation learning
Information about English pronunciation teaching
Students’ expectation of English pronunciation learning
In order to collect reliable data and information from the subjects, questionnaires for students were designed in Vietnamese and the students were given 25 minutes to finish their answers
Based on interviews with five teachers and the researcher’s observations, a targeted test was developed to address common pronunciation errors among ethnic students This 26-question assessment, designed for 55 students, focuses on typical mistakes in pronunciation The test includes three exercises: the first is an odd-one-out activity, the second requires students to write words based on provided transcriptions, and the third asks students to provide phonetic transcriptions of familiar vocabulary from their English curriculum at Ham Yen High School.
An interview was conducted with five teachers from Ham Yen High School, including one from a traditional university and four from in-service training programs The discussion revolved around seven key questions aimed at understanding their perspectives on the current state of English pronunciation teaching, the factors influencing their students' pronunciation skills, and recommendations for enhancing English pronunciation learning at the school.
Data collection procedures
Firstly, the designed questionnaires were distributed to 55 students at the twenty-fifth week of the second term Secondly, the students were given
25 minutes to finish their answers Students were provided with any explanation if necessary Then, the completed questionnaires were collected by the writer herself
In the twenty-sixth week of the second term, seven carefully crafted questions were utilized to interview five teachers during their 15-minute break Notes were meticulously taken during the interviews, and the findings will be analyzed in conjunction with the results from a previously distributed questionnaire.
Students were given a 20-minute time frame to complete the designed pronunciation tests After collection, the results were analyzed to identify the various types of pronunciation errors made by the students.
After having been collected, data were divided into following categories:
The teachers’ and students’ attitudes towards teaching and learning pronunciation
Types of errors of students in learning pronunciation
Factors affecting Hmong students in learning pronunciation
Techniques used in teaching pronunciation
Students’ expectations and teachers’ recommendations to teaching and learning pronunciation
The quantitative data were presented in the form of tables while qualitative data from the interview were presented by quoting relevant responses.
Chapter summary
This chapter outlined the study's context, participants, and the methods used for data collection, which included survey questionnaires, interviews, and tests The following chapter will focus on the data analysis, findings, discussions, and recommendations for improving English pronunciation teaching and learning for Hmong students.
DATA PRESENTATION AND DISCUSSIONS
Data analysis
3.1.1 The teachers’ and students’ attitudes towards teaching and learning pronunciation
Table 1: Hmong students' interest in learning English pronunciation
Ideas Strongly agree Agree Neutral Disagree Strongly disagree
Pronunciation lessons are often interesting
Pronunciation plays an important role in learning English
A survey conducted on Hmong students' attitudes towards learning pronunciation reveals that 58.18% of them dislike pronunciation learning, with 40% disagreeing and 18.18% strongly disagreeing Additionally, 20% of the students remain neutral, while only 21.82% express interest in learning pronunciation Despite nearly half of the students showing a lack of interest in English, more than half recognize the importance of pronunciation in their English learning process.
(52.73%) The percentage of students who consider pronunciation as not important only accounts for 25.45
Table 2: The purpose of teaching and learning pronunciation
To help students to communicate better 74.55%
To provide students with the knowledge about English language 18.18%
To help students to get better results in the exam 89.09%
To help students distinguish the differences between English and Vietnamese 23.64%
A significant majority of students, accounting for 89.09%, believe that the primary goal of learning pronunciation is to achieve high scores Following this, 74.55% of students recognize that improving communication skills is another important purpose of learning pronunciation In contrast, only 18.18% of students view the acquisition of knowledge about the English language as a key reason for studying pronunciation.
Most teachers expressed a lack of interest in teaching pronunciation lessons due to several challenges They noted the need for extensive preparation of teaching aids to engage students in learning new sounds Additionally, the oversized classes made it difficult to maintain control, particularly with a diverse population of ethnic students Many of these students encounter English sounds that do not exist in their native languages, which complicates the learning process Furthermore, ethnic students often display reserved behavior, feeling shy when speaking to peers or participating in group activities.
The findings from the questionnaire and interviews reveal that nearly all teachers and about half of the students hold negative attitudes towards the teaching and learning of pronunciation Despite their dislike for learning English, they recognize the crucial role of pronunciation in effective communication and understand its importance in mastering the language.
Table 3: Students’ evaluation on difficulty in learning English consonants
Consonants Very difficult Difficult Neutral Easy Very easy
The data reveals that 50% of consonants are challenging for students, particularly fricatives, which 72.73% of them identify as the most difficult sounds to pronounce Glides follow closely in difficulty, with 34.55% of students strongly agreeing and 30.91% agreeing that they pose significant challenges In contrast, laterals are perceived as the least difficult, with only 9.09% of students acknowledging their difficulty.
Table 4: Students’ answers for the test
According to the data presented, Exercise 1, which assesses students' pronunciation of sounds such as /d/, /t/, /s/, /z/, /k/, /f/, and /v/, yielded the highest number of correct responses In contrast, the exercise with the most incorrect answers highlights the areas where students struggle the most.
In a recent assessment, only four students accurately transcribed the word "face" in question 19, highlighting the difficulties faced by Hmong students in phonetic transcription tasks Additionally, over two-thirds of the students struggled to provide the correct words based on the given transcriptions, often confusing similar sounds; for instance, many wrote "pen" instead of "fan" and "put" instead of "foot." This indicates a significant challenge in mastering these phonetic distinctions.
Teachers report challenges in teaching fricatives and glides, particularly with the sounds /f/ and /r/ These two sounds, while sharing the same spelling, are often mispronounced by students due to differences in their native language pronunciation.
Teachers recognized the common pronunciation errors made by Hmong learners and understood the specific sounds that posed challenges However, they did not implement additional activities or specialized techniques to enhance their students' pronunciation skills.
In response to question 5 of the interview, teachers noted that Hmong students frequently struggle with specific English sounds, including /f/, /r/, /j/, /θ/, and /ð/ Additionally, many students tend to omit final consonants in their speech and face challenges pronouncing words that start with the /kw/ sound, such as "quite" and "quick."
The findings from the questionnaires and interviews indicate that both teachers and students struggle with the pronunciation of fricatives, liquids, and final consonants To gain a deeper understanding of these challenges, it is essential to investigate the factors influencing their pronunciation learning.
3.1.3 Factors affecting Hmong students in pronunciation learning
Chart 1 presents time that students spend learning pronunciation Students share ideas about the fact that too little time is to spend on pronunciation 54.54% of the students said that they did not have enough time to learn pronunciation; 34.55% of the students spend less than 20 minutes learning pronunciation per week A very small number of the students learn pronunciation for more than 20 minutes per week
Chart 1: Students' time on learning pronunciation
According to Chart 2, the majority of students (83.63%) communicate in Hmong at home, while only a small fraction (16.36%) use Vietnamese Notably, English is rarely used for communication, except during pronunciation classes.
Chart 2: The language students speak at home
Chart 2 indicates that a majority of students recognize the significant impact of various factors on their pronunciation learning process, though the degree of influence varies Notably, 56.36% of students strongly believe that the amount of exposure is a primary challenge in learning pronunciation Additionally, 52.73% of students highly agree that differences between English and Vietnamese, as well as English and Hmong, contribute to these difficulties, with 23.64% also expressing agreement Furthermore, the influence of Hmong is acknowledged by 23.64% of students as a key factor in their pronunciation learning, while 56.36% show general agreement Interestingly, only 23.64% of students place significant emphasis on phonetic ability.
Table 5: Factors affecting English pronunciation learning
Factors Strongly agree Agree Neutral Disagree Strongly disagree
In the interview, all of the five teachers agree that the influence of
The primary factors influencing the Hmong language include students' attitudes, motivation, and language exposure Additionally, two respondents highlighted the significance of identity and age in relation to language acquisition.
Findings and discussion
Data analysis indicates that both English teachers and many students at Ham Yen High School hold negative attitudes towards pronunciation instruction and practice Although they recognize the importance of pronunciation in mastering English, they show a lack of interest in learning it and dedicate minimal time to home practice.
Data analysis indicates that Hmong students struggle with pronouncing fricatives and liquids, while teachers find it challenging to instruct them on final consonants This difficulty arises because only a limited number of consonants are allowed in the final position in the Hmong language, specifically three nasals (/m/, /n/, /ŋ/) and two stops (/p/, /t/) Additionally, Hmong students encounter challenges with certain English sounds that have similar spellings but differ in pronunciation; for instance, /f/ in Hmong is pronounced as /p/ in English, /r/ in Hmong corresponds to /tr/ in English, and /j/ in Hmong is pronounced as /z/ in English Thus, both teachers and students must focus on mastering these sounds.
More than half of students prefer using listing relative rules and engaging in conversations, believing that understanding these rules enhances their communication skills Conversations serve as a valuable technique, allowing teachers to observe student interactions and how they apply their knowledge in real-time Additionally, students enjoy learning through games, songs, poems, and visual aids, which contribute to a more engaging and enjoyable atmosphere during pronunciation lessons.
Possible suggestions
To enhance pronunciation teaching and learning at Ham Yen High School, it's essential to consider various influencing factors, particularly the impact of the Hmong language, exposure levels, and students' attitudes and motivation Addressing these elements can significantly improve the pronunciation learning process.
3.3.1 Teachers’ techniques 3.3.1.1 Influence of Hmong
To enhance students' pronunciation skills, teachers should identify challenging sounds and implement effective practice techniques Among the most popular methods are "Listen and Repeat" conversations, which immerse students in real-life contexts, making it easier for them to apply their knowledge in communication However, selecting appropriate conversations for each lesson can be challenging for teachers, requiring diverse reference sources Another effective exercise is the "Odd One Out," commonly found in written tests, which helps reinforce students' understanding of pronunciation.
High school students can greatly benefit from practicing multiple-choice exercises, as this technique enhances their exam performance By applying this method across all units, particularly from unit 2 onward, students can improve their understanding and retention of the material, leading to better results in their assessments.
Listening comprehension exercises in course books are designed to mimic realistic conversations, helping students recognize pronunciation features effectively Integrating reading aloud activities allows students to focus on pronunciation while engaging with written text, making it a valuable technique for every unit Additionally, incorporating games into lessons creates a fun and relaxed atmosphere, enabling students to practice pronunciation without stress, thus enhancing their learning experience These methods can be applied across various lessons to improve students' language skills.
The author presents various techniques aimed at enhancing the effectiveness and engagement of pronunciation lessons The successful implementation of these techniques relies heavily on the discretion of individual teachers, who must determine the most suitable methods, timing, and settings to achieve their instructional goals Flexibility in applying these strategies is essential, and educators are encouraged to develop new techniques tailored to their specific teaching and learning contexts.
To enhance pronunciation skills, learners need consistent exposure to English, yet many students lack opportunities to interact with native speakers Therefore, teachers should strive to create a native-like language environment within the classroom It's essential for both teachers and students to communicate in English regularly Additionally, incorporating more listening exercises, including conversations for practice, can significantly benefit students' language acquisition.
The learner's attitude and motivation towards the language they are learning or going to learn also affects the process of learning pronunciation
Teachers play a crucial role in helping students recognize the significance of mastering pronunciation To enhance the learning experience, educators should incorporate various engaging techniques, such as reading, listening exercises, and interactive games, to make pronunciation lessons more enjoyable and effective.
To address students' negative attitudes and lack of interest in pronunciation practice, teachers must engage them in their English pronunciation learning Setting clear goals for mastering English pronunciation is essential, emphasizing its importance not just for exams but for thriving in today's dynamic world Teachers should foster self-confidence in students, encouraging them to practice regularly without the fear of making mistakes, as "practice makes perfect." Additionally, educators should provide effective learning strategies and supply materials and exercises for students to practice at home.
The previous chapter highlights the challenges of teaching a diverse group of language learners with varying abilities and motivations, compounded by inadequate teaching resources To address these issues, it is essential to upgrade classrooms with modern facilities, including computers and projectors, and enhance libraries with a variety of reference materials Survey results indicate that students respond positively to learning through songs and visual aids, emphasizing the need for engaging educational tools.
Reducing class sizes to 25 or 30 students can alleviate teacher stress and enhance classroom management, allowing for improved communication between teachers and students This smaller setting also fosters peer-to-peer knowledge exchange, ultimately making pronunciation teaching and learning more effective.
Chapter summary
In this chapter, data was analyzed and discussed
The data analysis reveals that teachers and students at Ham Yen High School recognize the significance of pronunciation in their English education Effective pronunciation is essential for enhancing communication skills among students However, both groups face challenges in teaching and learning pronunciation, hindering their goal of improving communication through better pronunciation.
Both students and teachers face challenges in mastering pronunciation, particularly with fricatives and liquids, which data analysis indicates are the most difficult sounds to learn and teach.
Several factors influence pronunciation challenges among students, stemming from both internal and external sources A significant consensus among teachers and students highlights the impact of the Hmong language on pronunciation Additionally, the level of exposure to English plays a crucial role; increased daily use of the language enhances communication skills Positive attitudes and motivation towards teaching and learning pronunciation further contribute to effective learning outcomes, as engaged teachers and students are more likely to focus on this aspect Lastly, the limited duration of lessons and the often dull and repetitive practice activities hinder progress in pronunciation skills.
Major findings
This study investigates the factors influencing English pronunciation learning among Hmong students at Ham Yen High School It explores teaching and learning methodologies, classroom techniques, challenges in mastering pronunciation, students' expectations, and teachers' recommendations The analysis aims to address three key research questions related to these aspects.
Research question 1: What kinds of English pronunciation errors do Hmong students at Ham Yen High School usually have?
To investigate the pronunciation challenges faced by Hmong students, the researcher utilized a survey that included question 8, which was directed at five teachers The survey aimed to identify specific consonants and vowels that pose difficulties for these students Additionally, a 20-minute pronunciation test was administered to the students After analyzing the questionnaire and interview results, the researcher compared them with the test outcomes for validation The findings indicate that Hmong students struggle particularly with the pronunciation of /f/, /r/, /j/, /kw/, and final consonants, often mispronouncing words such as “fan” as “pan” and “foot” as “put.”
“quite” as “twice” without final consonants /n/, /t/ and /s/
Research question 2: What are the major factors affecting English pronunciation of Hmong students at Ham Yen High School?
The analysis of survey questions 9, 10, and 11, along with insights from interviewed teachers regarding factors influencing Hmong students' pronunciation learning, and the researcher’s eight years of experience teaching English in a mountainous area, reveals that the primary factor affecting these students is first language transfer.
Data analysis reveals that outside the classroom, students predominantly communicate in Hmong, with 83.64% using it compared to only 16.36% who speak Vietnamese This limited language exposure to native speakers, combined with insufficient time dedicated to teaching pronunciation, hampers their English learning Additionally, students primarily aim to learn English to pass exams, showing a lack of interest in pronunciation due to monotonous tasks and ineffective teaching techniques Furthermore, poor living conditions and low economic status hinder their ability to focus on learning English and other subjects.
Research question 3: What should be done to improve English pronunciation of Hmong students at Ham Yen High School?
The analysis of questionnaire and interview responses reveals that both teachers and students face challenges in teaching and learning pronunciation To enhance students' pronunciation skills, several recommendations are proposed: first, teachers should incorporate innovative techniques and new activities into their lessons; second, schools should invest in modern facilities to support learning; and third, fostering student motivation is essential, with three key strategies identified for successful pronunciation lessons.
Limitations of the study
Although the study has done and completed its first aims, there could not avoid some limitations
This study specifically examines the factors influencing English pronunciation learning among Hmong students at Ham Yen High School The findings are tailored exclusively to this student population, and the article provides targeted techniques for both teachers and students at the school to enhance their English pronunciation skills.
The age and personality of Hmong students significantly influence their pronunciation learning, yet these factors remain unaddressed Furthermore, the thesis overlooks the importance of conducting contrastive analyses between Hmong and English, as well as Hmong and Vietnamese, which could provide valuable insights into the pronunciation challenges faced by these students.
Techniques for teaching and learning pronunciation encompass a range of ideas, and the author's limited experience may result in subjective and incomplete recommendations This highlights the need for further research to explore the topic more thoroughly and effectively.
Recommendations for further studies
On the basis of the findings and limitations of the study, the following recommendations are made for further research:
The study focused on 5 teachers and 55 Hmong students at Ham Yen High School, limiting the applicability of the results to this specific group Expanding the research to include a larger sample of teachers and students from various high schools would provide more comprehensive insights.
Second, this study focuses on the factors affecting Hmong students’ learning pronunciation only, so finding out factors affecting their knowledge of grammar and vocabulary should also be concerned
Finally, it might be interesting to find out the factors affecting English pronunciation learning of ethnic students belonging to other ethnic groups
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22 Underhill, A (1994) Sound Foundations: Learning and teaching pronunciation Macmillan Publishers Ltd
23 Ur, Penny (1996) A course in language teaching: practice and theory New York: Cambridge University Press
APPENDIX 1 SURVEY QUESTIONNAIRE (for students)
Phiếu điều tra này nhằm nghiên cứu các yếu tố ảnh hưởng đến khả năng phát âm tiếng Anh của học sinh người H'mong, từ đó tìm ra giải pháp tối ưu để cải thiện kỹ năng phát âm của các em Sự hợp tác của các em là rất quan trọng cho sự thành công của đề tài này Chúng tôi rất mong nhận được sự hỗ trợ từ các em.
Cảm ơn các em đã tham gia Để hoàn tất phiếu điều tra này, vui lòng khoanh tròn hoặc chọn đáp án mà các em cho là đúng và phù hợp nhất.
3 Em đã học tiếng Anh được bao lâu rồi? năm
4 Em đang theo học khối nào? a, 10 b, 11 c, 12
II Thông tin về việc học phát âm Tiếng Anh a) Hoàn toàn không đồng ý b) Không đồng ý c) Đồng ý một phần d) Đồng ý e) Hoàn toàn đồng ý
5 Em thấy các tiết học phát âm rất thú vị a b c d e
6 Đối với em việc phát âm tốt là rất quan trọng trong quá trình học Tiếng Anh a b c d e
7 Mục đích học ngữ âm của em là gì? (Có thể chọn hơn 1 lựa chọn) a, Để giao tiếp tốt hơn b, Để biết kiến thức về ngôn ngữ Tiếng Anh c, Để đạt kết quả cao hơn trong các kì thi d, Để phân biêt được sự khác nhau giữa Tiếng Anh và Tiếng Việt, Tiếng Anh và Tiếng H’mong e, Mục đích khác: ………
8 Em thấy các âm dưới đây âm nào là khó phát âm nhất?
Không đồng ý Đồng ý một phần Đồng ý
2 Âm tắc xát (/dʒ/, /tʃ/)
7 Các âm khác (Hãy ghi cụ thể) ………
9 Một tuần em học phát âm bao nhiêu thời gian ?
Khi ở nhà em thường nói chuyện với bạn bè, người thân trong gia đình,
…… bằng tiếng nào? a, Tiếng Việt b, Tiếng H’mong
10 Em thấy học ngữ âm khó vì những nguyên nhân sau.(Đánh dấu √ vào các ô tương ứng):
Không đồng ý Đồng ý một phần Đồng ý
1 Một số âm Tiếng Anh không có trong Tiếng Việt và Tiếng H’mong
2 Ảnh hưởng của cách phát âm Tiếng Việt
3 Ảnh hưởng của cách phát âm tiếng H’mong
4 Ít có cơ hội giao tiếp với người bản xứ
5 Em không thích học phát âm
6 Khả năng phát âm của em
7 Em thấy học ngữ âm là không cần thiết
8 Những nguyên nhân khác (Hãy ghi cụ thể) ………
III Thông tin về việc dạy phát âm Tiếng Anh
11 Em thường thấy giáo viên áp dụng những thủ thuật dạy học nào?(Đánh dấu √ vào các ô tương ứng): stt Các thủ thuật Chưa bao giờ
1 Liệt kê các quy tắc
3 Dùng bài hát, bài thơ
5 Sử dụng giáo cụ trực quan
6 Nghe và nhắc lại từng từ, cụm từ, cả câu
7 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại
8 Viết phiên âm của từ, cụm từ, câu
12 Em cảm thấy thế nào về thủ thuật dạy học mà giáo viên áp dụng? (Đánh dấu √ vào các ô tương ứng): stt Các thủ thuật Không thích
Bình thường Thích Rất thích
1 Liệt kê các quy tắc
3 Dùng bài hát, bài thơ
5 Sử dụng giáo cụ trực quan
6 Nghe và nhắc lại từng từ, cụm từ, cả câu
7 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại
8 Viết phiên âm của từ, cụm từ, câu
IV Mong muốn của học sinh về việc học phát âm Tiếng Anh
13 Em có nguyện vọng gì khi học phát âm? a Học thường xuyên hơn trong tất cả các tiết học tiếng Anh b Kết hợp nhiều kỹ năng, hoạt động cho phong phú c Có một phần riêng dành riêng cho học phát âm d Tăng cường vai trò của giáo viên e Sử dụng giáo cụ trực quan f Tiến hành các phương pháp đánh giá, kiểm tra chất lượng học
Cảm ơn sự hợp tác của các em!
1 How long have you been teaching English?
2 Are you interested in teaching pronuncition? Why? or Why not?
3 Do you feel teaching pronunciation easy or difficult? Why?
4 Which consonants or vowels do your Hmong students have difficulty pronouncing?
5 Do you often give extra activities or particular techniques in teaching pronunciation for H’mong learners? Why? Why not?
6 What factors do you think affect your Hmong students in learning pronunciation?
7 What should teachers do to make pronunciation lessons more interesting and effective?