04051001928 An investigation into English Pronunciation Teaching and Learning at a Primary School in Haiphong = Khảo sát việc dạy và học phát âm tiếng Anh ở một trường tiểu học ở Hải Phòng.
INTRODUCTION
RATIONALE FOR THE RESEARCH
The thesis titled "An Investigation into English Pronunciation Teaching to Students at a Primary School in Haiphong" focuses on examining the practices of English pronunciation teaching and identifying frequent pronunciation errors among students at Nguyen Du Primary School This research is crucial for improving English language instruction at the primary level and enhancing students' pronunciation abilities.
This study is supported by relevant research, including Lee (2018) and Guo and Wood (2017), which identify common pronunciation errors among EFL learners These findings offer valuable insights into the challenges faced by students at Nguyen Du Primary School Additionally, Kormos and Sáfár contribute to the understanding of these issues.
Research by 2008 highlights the pronunciation challenges faced by learners, underscoring the necessity for effective solutions Celce-Murcia, Brinton, and Goodwin (2010) along with Derwing and Munro (2015) present essential instructional strategies for teaching pronunciation Foundational insights into pronunciation principles and prosody are provided by Gimson (2014) and Thomson (2014) Jenkins (2002) addresses the sociolinguistic dimensions of English as a global language, while Levis (2005) stresses the need to adapt to evolving paradigms in pronunciation instruction.
This study at Nguyen Du Primary School aims to enhance English pronunciation teaching, contributing to the existing knowledge base and informing instructional practices to improve students' language proficiency.
AIMS AND OBJECTIVES OF THE STUDY
This study investigates the English pronunciation teaching practices and challenges faced by students at Nguyen Du Primary School in Haiphong It identifies common pronunciation mistakes made by students, explores the current teaching methods used by English teachers, and examines the factors that teachers believe contribute to difficulties in teaching pronunciation Additionally, the study proposes potential solutions to address these pronunciation challenges.
• To identify and analyze the common English pronunciation mistakes made by students at Nguyen Du Primary School
• To examine the current English pronunciation teaching practices employed by English teachers at Nguyen Du Primary School in Haiphong
• To explore the perceptions of English teachers at Nguyen Du Primary School regarding the factors contributing to difficulties in teaching
• To propose and evaluate possible solutions to overcome the English pronunciation mistakes made by students at Nguyen Du Primary School
This study seeks to enhance the understanding of English pronunciation teaching practices and offers valuable insights and recommendations for improving English pronunciation instruction at Nguyen Du Primary School.
RESEARCH QUESTIONS
For more clarity of the research task, these objectives can be further reformulated into the following four research questions:
• Question 1: “What were the common English pronunciation mistakes made by students at Nguyen Du Primary School?”
• Question 2: “What are the current English pronunciation teaching practices employed by English teachers at Nguyen Du Primary School in Haiphong?
• Question 3: How do English teachers at Nguyen Du Primary School perceive the factors contributing to difficulties in teaching English pronunciation to students?
• Question 4:“What are possible solutions to overcome the English pronunciation mistakes made by students at Nguyen Du Primary School?”
SCOPE OF THE STUDY
This thesis study, conducted at Nguyen Du Primary School in HaiPhong, examines English pronunciation teaching for primary students Involving 100 students and five English teachers, the research spans four weeks The study aims to identify common pronunciation mistakes among students, evaluate current teaching practices, and suggest solutions to improve pronunciation skills.
METHOD OF THE STUDY
A mixed-methods research approach will be utilized to effectively address the research questions, integrating both quantitative and qualitative methods This combination aims to collect comprehensive data, providing a deeper insight into common pronunciation mistakes and exploring potential solutions.
SIGNIFICANCE OF THE STUDY
The study on "An Investigation into English Pronunciation Teaching to Students at a Primary School in Haiphong" has both theoretical and practical contributions:
This study is crucial for enhancing English pronunciation teaching at the primary school level, particularly by examining the common pronunciation errors made by students at Nguyen Du Primary School The research offers valuable insights into the challenges students face in mastering accurate pronunciation skills By identifying specific areas of difficulty and the factors contributing to these errors, the findings will assist educators, researchers, and curriculum developers in creating more effective and targeted pronunciation teaching strategies tailored to the needs of students in Haiphong and similar environments.
This study aims to enhance English pronunciation teaching at Nguyen Du Primary School and similar institutions in Haiphong by identifying common pronunciation errors among students By understanding these specific challenges, teachers can focus their instruction more effectively The research also offers practical solutions to address these mistakes, providing educators with recommendations to improve their teaching methods and create tailored interventions Ultimately, the findings will benefit teachers, school administrators, and curriculum planners by enabling the implementation of more targeted and effective pronunciation teaching strategies.
The findings of this study have significant implications for English language education in Vietnam, particularly in Haiphong, a key city The insights gained can inform the development of nationwide policies and guidelines for teaching English pronunciation at the primary school level Additionally, this research serves as a valuable reference for educators and researchers aiming to enhance English pronunciation instruction and improve communication skills among primary school students in similar contexts.
This study on English pronunciation teaching at Nguyen Du Primary School provides valuable theoretical insights into pronunciation acquisition and offers practical recommendations to enhance teaching methods The goal is to improve the English language proficiency of primary school students in Haiphong.
ORGANIZATION OF THE THESIS
In this thesis, there are five chapters designed as follow:
• The first chapter will provide the background of the study
• The second chapter will discuss the literature relevant to the present study
• The third chapter will describe the research methodology
• The fourth chapter will present the results of the study in accordance with each research question This chapter also discusses on the findings
The final chapter will summarize the key findings, address the limitations, and explore the implications for reading teachers and course designers, while also offering recommendations for future research.
LITERATURE REVIEW
RESEARCH GAP
Effective communication and language learning hinge on English pronunciation, especially in primary school settings This literature review synthesizes studies that identify common pronunciation errors among students and examines potential solutions to address these challenges.
International researches can provide valuable insights into pronunciation teaching approaches Above on, research conducted by Derwing and Munro
Research has underscored the importance of teaching accent and pronunciation in second language acquisition, with a focus on evidence-based methods to tackle pronunciation challenges Baker (2014) highlighted the necessity of customizing instruction to meet the unique pronunciation needs of English language learners Studies by Levis (2006) and Lee and Lyster (2008) identified specific difficulties, such as vowel sounds and consonant clusters, and proposed instructional strategies to address these issues Technology-assisted methods, including computer-assisted pronunciation training, have shown promise in improving learners' segmental accuracy and suprasegmentals, as noted by Hardison (2010) and Wang and Li (2017) Additionally, the significance of teacher feedback in pronunciation instruction was emphasized by Guion (2003), while Celce-Murcia, Brinton, and Goodwin (2010) provided a comprehensive framework for integrating pronunciation activities into the curriculum Furthermore, Saito (2014) demonstrated a positive link between pronunciation instruction and overall oral proficiency, indicating that enhanced pronunciation skills contribute to improved speaking abilities.
Understanding the common English pronunciation mistakes made by students in Vietnam requires examining local studies Nguyen (2017) explored this issue in "Investigating English Pronunciation Errors Made by Vietnamese Primary School Students," analyzing errors from 100 primary school students The research identified prevalent challenges, including difficulties with vowel and consonant sounds, word stress, and intonation patterns, offering valuable insights into the specific pronunciation hurdles faced by Vietnamese learners Additionally, Vu (2019) conducted further research on this topic.
This study examines effective techniques for teaching English pronunciation in Vietnamese primary schools, highlighting strategies employed by teachers to enhance students' pronunciation skills Key approaches identified include the use of songs, rhymes, and phonetic drills, which significantly improve pronunciation accuracy and fluency The findings provide practical solutions tailored to overcome English pronunciation challenges within the Vietnamese educational context.
In summary, effective English pronunciation teaching in primary schools necessitates specific strategies to tackle frequent errors Utilizing research-driven methods, technology-enhanced instruction, constructive teacher feedback, and a well-rounded curriculum can significantly improve pronunciation skills and support students' overall language growth.
This research investigates common English pronunciation errors among students at Nguyen Du Primary School in Haiphong, drawing on both local and international studies to offer insights and identify solutions The authors were motivated by the scarcity of pronunciation research in the Vietnamese EFL context to explore how teacher professional learning (TPL) can enhance the pronunciation teaching skills of Vietnamese tertiary EFL teachers This section outlines the research design and methodology utilized in the study, which was conducted within a non-major English program at a Vietnamese primary school in Hai Phong.
ENGLISH PRONUNCIATION
English pronunciation is vital for effective communication and language proficiency, involving the correct production of sounds, stress patterns, intonation, and rhythm Pronunciation teaching employs diverse pedagogical methods to assist learners in mastering accurate pronunciation skills For educators and researchers in language teaching, grasping the definitions of English pronunciation and pronunciation teaching is crucial This section offers a thorough overview of these definitions, supported by scholarly sources and research.
English pronunciation encompasses the production and perception of sounds, stress patterns, intonation, and rhythm in spoken English (Celce-Murcia et al., 2010; Derwing & Munro, 2005; Roach, 2009).
Pronunciation teaching is essential for developing accurate pronunciation skills in learners, involving various pedagogical approaches such as explicit instruction, modeling, and guided practice It aims to enhance the production of individual sounds, as well as the recognition and use of stress patterns, intonation contours, and rhythm By incorporating feedback and opportunities for authentic language use, pronunciation teaching fosters fluency and naturalness in spoken English, ultimately improving learners' overall communicative competence.
English pronunciation is a complex system involving the production and perception of sounds, stress patterns, intonation, and rhythm in spoken language It is essential for developing accurate pronunciation skills and achieving fluency and naturalness Pronunciation teaching employs various pedagogical techniques to enhance learners' proficiency, focusing on sound production, stress recognition, and intonation Understanding English pronunciation and its teaching methods provides educators and researchers with insights into its significance in language learning and effective strategies for improving pronunciation skills.
Pronunciation models play a crucial role in English language instruction, guiding educators and learners in developing accurate and intelligible speech Two prominent pronunciation models, the " Nativeness Principle" and the
"Intelligibility Principle," offer distinct perspectives on pronunciation instruction
The Nativeness Principle aims for native-like pronunciation as the ultimate goal, while the Intelligibility Principle focuses on clear and comprehensible speech Understanding these principles is crucial for educators in pronunciation teaching This paper examines the characteristics, similarities, and differences between the Nativeness and Intelligibility Principles, highlighting their implications for English pronunciation instruction The Nativeness Principle, a prominent model in second language acquisition, encourages learners to emulate native speakers to enhance communication proficiency and be perceived as competent speakers It emphasizes the importance of accurate pronunciation of sounds, stress patterns, intonation, and rhythm that align with native speaker standards Derwing and Munro (2005) assert that this principle is based on the belief that native-like pronunciation is ideal, and deviations may hinder intelligibility and communication By striving for native-like pronunciation, learners can reduce communication barriers and improve their overall language proficiency.
The "Intelligibility Principle" emphasizes the importance of achieving clear and comprehensible speech over native-like pronunciation in language teaching According to Celce-Murcia et al (2010), intelligible pronunciation is crucial for effective communication, allowing non-native accents to coexist with native-like features This principle encourages learners to focus on developing speech that is understandable and facilitates successful interactions, regardless of their accent It also recognizes the diversity of English speakers globally, which leads to various accents and pronunciation variations.
In 2010, it was suggested that intelligible speech should be the primary focus for most second language learners due to the constraints of time and resources in pronunciation training Instead of aiming for native-like pronunciation, this approach emphasizes the development of pronunciation skills that enhance clarity and comprehensibility, facilitating effective communication in practical situations.
The "Nativeness Principle" and the "Intelligibility Principle" both emphasize the importance of pronunciation in effective communication and language proficiency They highlight that accurate pronunciation, including stress patterns, intonation, and rhythm, is vital for conveying meaning and enhancing language skills Additionally, both models focus on improving learners' pronunciation through targeted instruction and practice, promoting clear and intelligible speech for successful interactions Finally, they recognize the necessity of feedback and guidance for learners to refine their pronunciation skills and meet their communication objectives.
The "Nativeness Principle" and the "Intelligibility Principle" both aim to enhance language proficiency but differ in their approaches The Nativeness Principle emphasizes achieving native-like pronunciation as the ideal standard, encouraging learners to mimic native speakers Conversely, the Intelligibility Principle values clear and comprehensible speech over native-like pronunciation, acknowledging the diversity of accents and variations It highlights that effective communication can occur with non-native accents, fostering acceptance and understanding of different speech patterns.
The Nativeness Principle emphasizes the importance of imitating native speakers for high accuracy in pronunciation, while the Intelligibility Principle prioritizes clear and understandable speech for effective communication Educators and language professionals should evaluate the strengths and limitations of these models and tailor their teaching methods to meet learners' needs, available resources, and specific educational goals.
The Nativeness Principle emphasizes the significance of achieving native-like pronunciation for learners to attain proficiency and be understood by native speakers Conversely, the Intelligibility Principle recognizes the value of prioritizing intelligible speech, which facilitates effective communication, even if it diverges from native pronunciation standards Both principles offer valuable insights, each with its own strengths and limitations.
In the context of teaching English pronunciation to students at Nguyen
At Du Primary School, it is essential to evaluate the goals, needs, and available resources when choosing between educational models This decision should be influenced by factors such as the linguistic backgrounds of learners, their unique communication requirements, and the feasibility of attaining native-like pronunciation within the specified timeframe and educational setting.
The Nativeness Principle and the Intelligibility Principle are essential frameworks for English pronunciation instruction, emphasizing the importance of accurate pronunciation for effective communication and language proficiency While both models aim to enhance learners' pronunciation skills through targeted practice, they differ in focus: the Nativeness Principle seeks native-like pronunciation, whereas the Intelligibility Principle prioritizes clear and comprehensible speech Understanding these similarities and differences enables educators to tailor their teaching approaches based on learner goals, cultural diversity, and communicative effectiveness By adapting instruction to leverage the strengths of these models, educators can effectively support learners in improving their pronunciation skills and achieving their language proficiency objectives.
2.2.3 Teaching English pronunciation for young learners
Teaching English pronunciation to young learners is essential for developing effective communication skills This article reviews various studies that identify effective techniques and strategies for enhancing pronunciation skills in young learners Engaging activities, such as games, songs, and visual aids, are highlighted as crucial for creating an effective learning environment Additionally, the impact of task-based approaches and interactive pronunciation software on pronunciation accuracy and fluency is examined These insights can help educators optimize their teaching strategies and improve young learners' English pronunciation skills.
In their 2018 study, "Effective Techniques for Teaching English Pronunciation to Young Learners," Smith and Johnson identified key instructional strategies that enhance pronunciation skills in young learners The research demonstrated that the use of interactive activities, including games and role-plays, combined with explicit instruction and practice, significantly improves pronunciation This underscores the necessity of engaging young learners through interactive experiences to foster accurate pronunciation and fluency.
SUMMARY
This chapter summarizes the key findings from the literature review, emphasizing the gaps in existing research and the significance of addressing these gaps It underscores the relevance of the current study in enhancing the field of English pronunciation teaching By thoroughly reviewing and analyzing pertinent literature, this chapter lays a strong foundation for the subsequent thesis chapters, establishing the theoretical framework and knowledge base essential for understanding the current practices, challenges, and potential solutions in English pronunciation teaching at the primary school level in Haiphong.
METHODOLOGY
RESTATEMENT OF RESEARCH QUESTIONS
This research investigates the challenges faced by students and English teachers at Nguyen Du Primary School in learning and teaching English pronunciation, along with identifying relevant solutions to these issues The study is guided by specific research questions aimed at uncovering these problems.
• Question 1: “What were the common English pronunciation mistakes made by students at Nguyen Du Primary School?”
• Question 2: “What are the current English pronunciation teaching practices employed by English teachers at Nguyen Du Primary School in Haiphong?
English teachers at Nguyen Du Primary School recognize several factors that contribute to the challenges students face in mastering English pronunciation They identify issues such as limited exposure to native pronunciation and the influence of the students' first language To address these difficulties, teachers implement various strategies and activities, including interactive pronunciation exercises, phonetic training, and the use of multimedia resources These methods have proven effective in helping students improve their pronunciation skills and overcome common mistakes.
• Question 4:“What are possible solutions to overcome the English pronunciation mistakes made by students at Nguyen Du Primary School?”
RESEARCH APPROACH
This study on English pronunciation teaching at Nguyen Du Primary School employs a mixed-method approach, utilizing tests, questionnaires, and interviews By integrating both quantitative and qualitative data collection and analysis, the research aims to provide a comprehensive understanding of the topic.
The study's quantitative phase will assess students' pronunciation skills through pre- and post-assessments, yielding numerical data for statistical analysis, including descriptive and inferential statistics (Creswell & Plano Clark, 2018) Simultaneously, the qualitative phase will utilize questionnaires and interviews to collect non-numerical data, offering insights into participants' experiences and perspectives Students will share their pronunciation challenges and potential solutions via questionnaires, while interviews with English language teachers will reveal common pronunciation errors and effective strategies for correction This dual approach will provide a comprehensive understanding of the research topic (Creswell & Plano Clark, 2018).
Data analysis will consist of distinct evaluations of both quantitative and qualitative data, culminating in an integration of the results The quantitative analysis will utilize statistical methods to assess improvements in students' pronunciation skills based on test outcomes Conversely, qualitative data gathered from questionnaires and interviews will undergo thematic analysis to uncover recurring themes and perspectives regarding pronunciation errors and possible solutions This integration of findings will yield a comprehensive understanding of the research questions, facilitating a more thorough interpretation of the results (Creswell & Plano Clark, 2018).
This study employs a mixed-method approach, incorporating tests, questionnaires, and interviews, to address the limitations of relying on a single method in investigating English pronunciation teaching at Nguyen Du Primary School By integrating both quantitative and qualitative data, the research aims to deliver numerical evidence alongside in-depth contextual insights, thereby enhancing the validity and reliability of its findings.
PROCEDURES OF THE STUDY
The researcher collaborated with 100 fourth-grade primary students in Haiphong, who are receiving formal English instruction in public schools The research process consists of six distinct stages.
• Firstly, the researched asked for the permission to conduct the research at school
• Secondly, the researcher attended in English classroom to observe the ways words pronounced learned and taught from unit 11 – 15
• Thirdly, the researcher invited students to take the test of words pronounced for vocabularies learned in unit 11 –15
• Fourthly, the researcher delivered survey questionnaires for students to complete to find out their opinion on learning and using of words pronounced
• Fifthly, the researcher conducted the interview on the representatives
• And finally, the researcher analyzed the data and made the report to answer the aforementioned questions for the study.
CONTEXT OF THE STUDY
In Vietnam, students have started learning English at primary level since
In 2010, the project "Teaching and Learning Foreign Languages in the National Education System (2008-2020)" emphasized the importance of English education, starting from grade 3 through higher education across the country Educators have shifted their focus towards developing language skills rather than solely emphasizing grammar, making speaking skills a crucial component of language learning during this period.
Understanding the current practice of English pronunciation teaching at Nguyen Du Primary School in Hải Phòng, Vietnam, is essential within the broader context of English language education in the country While English is a key subject at the school, there are notable gaps in pronunciation instruction The comprehensive teaching approach includes listening, speaking, reading, writing, and language focus; however, there is a predominant emphasis on grammar and vocabulary, which limits students' opportunities to enhance their speaking skills and pronunciation The grade 4 English curriculum is divided into two semesters, each containing 20 units that cover diverse topics, offering potential for pronunciation practice Nevertheless, the curriculum does not explicitly prioritize pronunciation, necessitating teachers to actively incorporate pronunciation activities into their lessons.
Table 1: 20 units in the English Textbook for grade 4
1 Nice to see you again 11 What time is it?
2 I'm from Japan 12 What does your father do?
3 What day is it today? 13 Would you like some milk?
4 When's your birthday? 14 What does he look like?
5 Can you swim? 15 When’s children’s day?
6 Where's your school? 16 Let’s go to the bookshop
7 What do you like doing? 17 How much is the t-shirt?
8 What subjects do you have today? 18 What’s your phone number?
9 What are they doing? 19 What animal do you want to see?
10 Where were you yesterday? 20 What are you going to do this summer?
The English textbook units for Grade 4 outlined in the table are pertinent to the research on English pronunciation teaching, offering a variety of topics that facilitate both pronunciation practice and instruction.
At Nguyen Du Primary School, it is essential for teachers to understand the importance of pronunciation in language learning By integrating pronunciation instruction and practice activities, educators can significantly improve students' speaking skills and foster accurate pronunciation from an early age This research will highlight the current practices and challenges in teaching English pronunciation at the school, identifying specific pronunciation errors made by students and the factors contributing to these issues The study aims to provide valuable insights for teachers to develop effective pronunciation teaching strategies, ultimately bridging the gap between current practices and ideal implementation, thereby enhancing students' pronunciation proficiency and overall language development.
PARTICIPANTS
This study involved 100 students and 5 English teachers from Nguyen Du Primary School The participants included 35 males and 65 females, with an average age of 9 years Most students resided in Hai Phong city and had been studying English since grade 3 All teachers were actively teaching the English language at the same school.
DATA COLLECTION INSTRUMENTS
The study used the following instruments: test, questionnaire and interviews in order to clarify and answer two research questions mentioned above
The test instrument used in this study serves the first research question:
The study aimed to identify common English pronunciation mistakes among students at Nguyen Du Primary School, focusing on words from Units 11 to 15 of their grade 4 English textbook A test was conducted with nine criteria assessing various aspects of pronunciation, scored on a scale of 1 to 3 points, with a maximum score of 27 points, and a time limit of 20 minutes The criteria were based on established theoretical frameworks from researchers like Derwing and Munro (2005), Gimson (2014), and Celce-Murcia et al (2010), covering segmental accuracy, suprasegmental features, and overall intelligibility This comprehensive assessment aimed to evaluate students' pronunciation skills effectively, ensuring alignment with current theoretical principles The results will help identify specific challenges faced by students and inform targeted interventions to enhance their English pronunciation abilities.
The test instrument is grounded in the pronunciation norms of American and British English, with participant errors in a reading aloud task analyzed according to these standards Influential researchers like Jenkins (2000) and Celce-Murcia et al (2007) have extensively documented standard pronunciation patterns, which informed the study Furthermore, the perspectives of learners and teachers on pronunciation errors were considered, offering valuable insights into the challenges students encounter in mastering accurate pronunciation skills.
The researcher employed a test instrument to identify and analyze common English pronunciation mistakes among students at Nguyen Du Primary School The data gathered will offer valuable insights into the specific pronunciation errors faced by the students, enhancing the understanding of the research question and the study's overall objectives.
The second instrument employed in this study was survey questionnaires, which served multiple research questions For the first research question,
A survey was conducted among 100 fourth-grade students at Nguyen Du Primary School in Hai Phong to identify common English pronunciation mistakes The questionnaire aimed to gather insights into their experiences with learning and teaching English pronunciation, focusing on various aspects of their pronunciation skills The results highlighted the prevalent errors faced by the students during their English language learning journey.
The study investigated the current English pronunciation teaching practices of five English teachers at Nguyen Du Primary School in Haiphong Through survey questionnaires, the research aimed to collect insights into their teaching strategies and perceptions of the challenges encountered in teaching English pronunciation to students.
The theoretical foundation for utilizing survey questionnaires is based on Dửrnyei's (2003) identification of three key types of information: factual or demographic, behavioral, and attitudinal Questionnaires are effective for gathering responses from a large number of participants quickly, making them ideal for examining the experiences, attitudes, and beliefs of both students and teachers This research aimed to uncover students' views on English pronunciation learning and teachers' insights into their teaching practices and challenges.
The questionnaire utilized a five-point Likert scale and was adapted from items used in previous studies Initially developed in English, it was translated into Vietnamese to ensure participants' comprehension The student questionnaire comprised 10 questions assessing different aspects of learning and teaching English pronunciation, with a completion time of 20 minutes Additionally, the teacher questionnaire aimed to investigate specific teaching practices in English pronunciation instruction, offering the researcher valuable insights.
Utilizing survey questionnaires enabled the systematic collection of data from students and teachers, offering valuable insights into their experiences and perceptions The information obtained highlighted common pronunciation errors among students and revealed the teaching practices and challenges encountered by English teachers at Nguyen Du Primary School in Haiphong.
In this study, interviews were utilized to collect in-depth data and gain insights into the perspectives of students and teachers regarding English pronunciation instruction at Nguyen Du Primary School The choice to conduct interviews stemmed from the understanding that they effectively elicit narrative data, enabling participants to articulate their thoughts and feelings in their own words.
The research question focused on identifying common English pronunciation mistakes made by students at Nguyen Du Primary School To gather insights, interviews were conducted with a group of 10 students in Vietnamese, allowing for effective communication Participants were encouraged to share their experiences and challenges related to learning English pronunciation Each student responded to an open-ended question, which prompted them to discuss their difficulties and provide examples of prevalent pronunciation errors they had noticed among their peers.
This study investigates the current English pronunciation teaching practices at Nguyen Du Primary School in Haiphong and explores the perceptions of English teachers regarding the challenges faced in teaching pronunciation Interviews were conducted with five English teachers, each lasting about five minutes, focusing on the difficulties encountered in teaching pronunciation and the effective strategies or activities employed to help students improve their pronunciation skills.
The theoretical foundation for interviews is rooted in the works of Kvale (1996; 2003) and Cohen et al (2007), highlighting their effectiveness in gathering narrative data and understanding meaning-making in natural contexts Interviews empower participants to articulate their thoughts and feelings, offering valuable insights into their experiences By interviewing both students and teachers, the researcher sought to deepen the understanding of prevalent English pronunciation errors, current teaching methodologies, and the factors affecting English pronunciation instruction at Nguyen Du Primary School.
The interviews were conducted to collect qualitative data that complemented the quantitative data from tests and questionnaires They allowed the researcher to explore participants' experiences and gain valuable insights into their perceptions of English pronunciation teaching The insights gathered from these interviews addressed the research questions and offered a comprehensive understanding of the teaching practices and challenges related to English pronunciation at Nguyen Du Primary School.
DATA COLLECTION PROCEDURES
My research procedure happened in the chronological order and data collection was conducted 10 weeks
The researcher sought permission from the school board and principal to investigate English pronunciation issues faced by students After receiving approval from the school management and participants, recruitment for the study commenced in the first week.
The researcher began attending the English classroom after confirming the expected participants, observing the methods used for teaching and learning English pronunciation from unit 11 to unit 15 over a span of six weeks.
After that, the researcher introduced the tools to collect data from students It started from the test (20 minutes), next is the survey questionnaires
(20 minutes) and the last is interview (5 minutes for each person) (week 7) The collected data was sorted, analyzed to draw out conclusions and implications by the researcher for further study (week 8, 9 and 10).
DATA ANALYSIS METHODS
According to Ivankova (2015), qualitative data in this action research were treated through inductive coding, a process of scanning the data carefully over several times to see what categories, themes emerged from the data Then these codes, categories, or themes were quantitated by the act of counting their frequencies The frequencies and percentages on themes were calculated, which was more convenient for analysis
In this study, multiple data analysis methods were employed to analyze the data collected from different research instruments
The first instrument, the pronunciation test, generated quantitative data The data from the test were analyzed using SPSS v.20 software Descriptive statistics, such as mean scores, were calculated to assess the students' performance in pronouncing English words The mean measure, which represents the average value of a distribution of figures, was used to determine the central tendency of the students' scores The quantitative analysis provided insights into the students' overall proficiency in English pronunciation
The questionnaire served as a valuable tool for gathering quantitative data, with responses coded and analyzed using SPSS software Frequencies were calculated to assess the distribution of responses, resulting in frequency tables that summarized participants' views on learning and teaching English pronunciation Utilizing a Likert scale enabled participants to express their levels of agreement or disagreement with specific statements, offering important quantitative insights into their opinions and attitudes.
The semi-structured interviews, conducted in Vietnamese for students and in English for teachers, generated qualitative data that was recorded, transcribed, and analyzed to uncover common themes and insights regarding students' attitudes towards English pronunciation and teachers' perspectives on teaching it This qualitative analysis facilitated a deeper understanding of participants' thoughts and experiences, ultimately providing valuable insights that addressed the research questions.
By employing a combination of quantitative and qualitative data analysis methods, this study aimed to provide a comprehensive and multifaceted exploration of English pronunciation teaching practices and challenges at
Nguyen Du Primary School in Haiphong utilized a combination of diverse data sources and analytical methods, enhancing the depth of understanding regarding the research topic and bolstering the study's overall validity and reliability.
SUMMARY
In this chapter, the pronunciation researcher provides a concise overview of the research approach and study procedure, focusing on the context of English pronunciation learning among 100 fourth-grade students at Nguyen Du Primary School Additionally, the chapter outlines the participants, data collection instruments—including tests, questionnaires, and interviews—as well as the procedures for data collection and analysis.