ảnh hưởng của việc phát âm sai tới việc học kỹ năng nói của sinh viên năm nhất chuyên ngữ trường UTEHY

Influences of mispronunciation on learning speaking skill of the first year English major students at Hung Yen University of Technology and Education and solutions (ảnh hưởng của việc phát âm sai tới việc học kỹ năng nói của sinh viên năm nhất chuyên ngữ trường UTEHY)

DECLARATION

I certify that entitled: “Influences of mispronunciation on learning speaking

skill of the first year English major students at Hung Yen University of Technology and Education and solutions” is the result of my own research and the substance of this

thesis has not been submitted for a degree to any other university or institution

Hung Yen, May 2015 Signature

Dao Thi Minh

ACNOWLEDGEMENT

It is my honor to acknowledge my great thanks to the people who have enthusiastically and wholeheartedly devoted their time, energy and efforts to help me to finish the study

First and foremost, I would like to express my hearty gratitude to my supervisor,

Ms Doan Thi Thu Thuy, for her valuable comments, worthy guidance and constructive criticism, intellectual disciplines and successive encouragement

Second, I am also indebted to the lectures of the Faculty of Foreign Languages, Hung Yen University of Technology and Education who has took part in the study survey and provided me with the constructive suggestion and criticism

Furthermore, I would like to acknowledge my indebtedness to the first year English major students from classes TAK12.1 and TAK12.2 in campus 2 for their assistance during the data collection process

Last but not least, my sincere thanks go to my family and friends for their love, great encouragement and unconditional support when I was in the process of writing this thesis

Finally, I wish thank to my readers for their interest and comments on this thesis Without their great help this paper could not have been completed

ABSTRACT

In the process of learning a language general and learning English in particular, it

is undeniable that pronunciation is an obstacle for learners However, there has not got any researchers into the influences of mispronunciation on learning speaking skill Hence, this study is aimed at finding out the influences of mispronunciation on learning speaking skill for the first year English major students at UTEHY To achieve the desired aims, three data collection instruments are survey questionnaires, observation and interview are employed The survey questionnaires is carried out with the participation of 48 students of the first year English major in campus 2 and 6 teachers of English Department at UTEHY The finding from the methods provide the researcher with an overview of the frequency of pronunciation problems in teaching and learning speaking skill Besides, this study also find out the pronunciation problems that students make when they learning speaking skill

In addition to, the result of the study shows the influences of mispronunciation on learning speaking skill of the first year English students at UTEHY The study also suggests some solutions to improve pronunciation problems for the first year English major students at Hung Yen University of Technology and Education

TABLE OF CONTENTS

DECLARATION i

ACNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATION vii

LIST OF FIRURES AND TABLES viii

PART A INTRODUCTION 1

1.Rationale of the study 1

2.Aim of study and research questions 2

3.Research questions of the study 2

4 Scope of the study 2

5 Methods of the study 2

6 Design of the study 2

CHAPTER 1 LITERATURE REVIEW 4

1.1 Speaking skill 4

1.1.1 Definition of speaking 4

1.2 Pronunciation 5

1.3 Mispronunciation 5

1.4 Some common pronunciation problems 6

1.4.1 Ending sounds problems 6

1.4.2 Stress problems 6

1.4.3 Rhythm and Intonation problems 7

1.4 Influences of mispronunciation in learning speaking skill 8

CHAPTER 2: THE STUDY 9

2.1 The introduction 9

2.2 Research question 9

2.3 Participants of the study 9

2.3.1 The teachers 9

2.3.2 The students 9

2.3.3 The textbook 10

2.4 Questionnaires 10

2.4.1 The teacher‟s survey questionnaires 11

2.4.2 The students‟ survey questionnaires 11

2.5 Class observation 11

2.5.1 Objectives 11

2.5.2 The criteria for observation 11

2.6 Interview 11

CHAPTER 3: RESULTS AND FINDINGS 13

3.1 The questionnaires 13

3.1.1 Teachers and students‟ evaluation of the importance of pronunciation in speaking skill 13

3.1.2 The frequency of pronunciation problems in teaching and learning speaking skill 15

3.1.3 The pronunciation problems that the first year English major students at UTEHY make when they learning speaking skill 17

3.1.4 The influences of mispronunciation on learning speaking skill 19

3.1.5 Some solutions to improve pronunciation problems in speaking skill 20

3.2.Data from the class observation 23

3.2.1 Introduction 23

3.2.2 Data analysis of the class observation 23

3.2.2.1 The first lesson (TAK12.1) - Lesson 10 24

3.2.2.2 The second lesson (TAK12.2) – Lesson 11 24

3.3 Interview 24

3.3.1 Introduction 24

3.3.2 Data analysis of the interview 25

3.3.2.1 Question 1: What‟s your opinion about the importance of pronunciation in learning English speaking skill? 25

3.3.2.2 Question 2: How do you think mispronunciation effects on learning speaking skill? 25

3.3.2.3 Question 3: What pronunciation problems do you have while learning speaking skill? 26

3.3.2.4 Question 4: What do you often do to improve your pronunciation? 26

3.3.2.5 Question 5: How do you feel after using the ways to improve your pronunciation

problems? 26

3.3.2.6 Question 6: Do you have any requirement for your teacher to help you improve your pronunciation in speaking lessons? 27

3.4 Suggested solutions 27

3.4.1 Suggested solutions for students 27

3.4.1.1 Regular pronunciation exercises 27

3.4.1.2 Recording own voice and listening again 30

3.4.1.3 Talking, listening to native speakers and trying to imitate their voice 31

3.4.2 Teachers‟ suggested teaching techniques 31

3.5 Summary of findings 31

CHAPTER 4: CONCLUSION 33

1 The achievements of the study 33

2 The study‟s limitation 33

3 Suggestions for further study 33 REFERENCES I APPENDIX 1 I SURVEY QUESTIONNAIRE (for students) I APPENDIX 2 IV SURVEY QUESTIONNAIRE (for teachers) IV APPENDIX 3 VI INTERVIEW FOR STUDENTS………VII APPENDIX 4 VII TEACHERS' OBSERVATION AND ANECDOTAL NOTE……… ………….VII

LIST OF ABBREVIATION

1 UTEHY: Hung Yen University of Technology and Education

2 FFL: Faculty of Foreign Languages

LIST OF FIGURES AND TABLES TABLES:

Table 1: The teachers‟ and students‟ assessment about pronunciation in teaching and

learning speaking skill 14

Table 2: Responses of teachers and students on the timing of error-correction 21

Table 3: The student‟ evaluation to improve their pronunciation problems 23

CHARTS: Figure 1: The teachers‟ and students‟ opinion about the importance of pronunciation in speaking skill 13

Figure 2: The teachers‟ appreciation about the student‟ ability of pronunciation 14

Figure 3: The teachers and students‟ opinion on the frequency of students have pronunciation problems in speaking lessons 15

Figure 4: The frequency of errors corrected in speaking lessons 16

Figure 5: The frequency of requiry students to pronounce new words 16

Figure 6: Who usually corrects pronunciation problems in speaking lessons 17

Figure 7: Pronunciation problems often are corrected in speaking lessons 18

Figure 8: The most difficult problem of students in learning speaking skill 18

Figure 9: The teachers and students‟ evaluation about the factors that causes the pronunciation difficulties in learning speaking skill 19

Figure 10: The teachers and students opinion towards the effectiveness of mispronunciation on learning speaking skill 20

Figure 11: The students‟ responses to the teachers‟ ways to correct errors effectively 21

Figure 12: Teachers‟ typical reaction when correcting errors in speaking lessons 22

Figure 13: The students‟ ways to improve their pronunciation problems 22

PART A: INTRODUCTION

1 Rationale of the study

English is one of the most important languages, which is used by many people in the world It plays an important role in international language That is why the international government chooses English as the first foreign language to be taught in schools (Ramelan, 1992) We always use language to express ideas or wishes and to need their help Everyone has his or her own manner in communication It depends on how language is usually used

in his or her life, social and cultural background where he or she lives One of the other reasons is that English is spoken as the first language in many countries There are 104 countries where English is spoken as the first language In Vietnam, English language is applied in teaching and learning in almost all universities and colleges and becoming a compulsory subject However, there is a fact that a large number of students learn English ineffectively Thus, people tend to pay more attention to learning English Therefore, the goals of English language teaching are not only to help the students to learn that language, but more importantly, to use that language

As we all have known, English has become an obligatory component of education system in many countries Because of the importance of learning English, in Vietnam, most of people want to learn English well to work or communicate However, reaching good English communication is not easy for learners There are four skills: listening, reading, writing and speaking and in fact, most of students cannot speak English well although they are very good at grammar or vocabulary To learn speaking skills well, students must learn pronunciation correctly because mispronunciation causes the meaning changed and listeners could not understand what we are saying Being aware of the importance on learning speaking skills, many methodologists such as Alright (1975), Chaudron (1977, 1988), Fanselow (1977), Hendrickson (1987), Nystrom (1983) have done researches on mistakes in pronunciation According to the reality of learning English in Vietnam, many learners have difficulties in speaking skills, they make many mistakes in pronunciation such as they forgot to pronounce the ending sounds, word stress, rhythm or intonation This has resulted in misunderstanding the listeners

For the first year English major students at Hung Yen University of Technology and Education, they find that it is difficult to deal with English pronunciation and often get mistakes Based on the problems above, I decided to carry out a research entitled

“Influences of mispronunciation on learning speaking skill of the first year English major students at Hung Yen University of Technology and Education” and propose some solutions to help the first year English major students can achieve good pronunciation I hope that this research can give some benefits to teachers and students concerned about this field

2 Aim of study and research questions

This study in aimed at:

- Finding out some main pronunciation problems which students often get

- Finding out the influences of mispronunciation on learning speaking skill of the first year English major students at Hung Yen University of Technology and Education

- To give suggested some solutions, which could be useful for students to improve their pronunciation

3 Research questions of the study

This study is carried out to find out the answer to the following research questions: Question 1: What is the frequency of pronunciation problems in teaching and learning speaking skill?

Question 2: What pronunciation problems do the first year English major students at UTEHY make when they learning speaking skill?

Question 3: What are the influences of mispronunciation on learning speaking skill of the first year English students at UTEHY?

Question 4: What should be done to minimize these mistakes and help to improve pronunciation in speaking skill of the first year English major students at UTEHY?

4 Scope of the study

Within the scope of graduation paper and due to the limitation of time, I just hope

to concentrate in investigate 48 students of the first year English major in campus 2 at Hung Yen University of Technology and Education” Therefore, the study is not wide enough to completely over all of the issues in speaking skill

5 Methods of the study

The methods of data collection used in this research are questionnaires, class observations and interview The data collected from both questionnaires (for both teacher and students), class observations and interview will be generalized and analyzed

6 Design of the study

The study is divided into two parts:

Part A: Introduction includes the rationale, the aims, the research questions, the scope,

the methods and the design of the study

Part B: Development includes four chapters:

Chapter 1: “Literature review” will focus on theoretical concepts for the study such as the definition of speaking skills, mispronunciation terms and some common pronunciation mistakes, the influences of mispronunciation on learning speaking skills

Chapter 2: “The research methodology” indicates the results in this study based on the methodology and analysis from questionnaires, class observation and interview

Chapter 3: “Results and findings” which describes the results and suggests some solution

to improve pronunciation in learning speaking skill

Chapter 4: “Conclusion” concludes the main points discussed in the paper, some limitations of the study and future research will be presented

CHAPTER 1 LITERATURE REVIEW 1.1 Speaking skill

1.1.1 Definition of speaking

As a productive skill, speaking has a very important role in the oral communication activities Speaking definitely the main way people communicate They use it to express their feeling and ideas and also to convey their message to each other There are many different ways to giving the definition of “speaking” by many writers Each of them has his own definition Here are some of them:

According to Tarigan (1990) defines “Speaking as a language skill which is developed in childhood preceded with listening skill It means that speaking is the basic skill in learning language Indeed, people mostly use language for communication”

Brown (1994), Burns & Joyce (1997) states that “Speaking is an interactive process of constructing meaning that involves producing and receiving and process information Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking It is often spontaneous, open-ended, and evolving However, speaking is not always unpredictable” Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation,

or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence) Finally, speech has its own

skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996) A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act

According to Grognet A.G (1997) affirms that “Speaking is one of the skills that have to be mastered by students in learning English” Speaking is an essential tool for communicating Another expression, Hornby (1995) emphasizes that “‟Speaking is the skill that the students will be judged upon most in real-life situations It is an important part

of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively”

In my opinion, I think that speaking is when students express their emotions or thinking, communicative needs, interact to other person in any situation and influence the others

1.2 Pronunciation

Pronunciation is an integral part of foreign language learning since it directly affects learners‟ communicative competence as well as performance Limited pronunciation skills can decrease leaner‟s self-confidence, restrict social interactions, and negatively affect estimations of a speaker‟s credibility and abilities

Elliot (1995) states that “Pronunciation is one of the most conspicuous features of a person‟s speech, yet so often it is not explicitly taught Pronunciation is rarely taught in the foreign language classroom beyond the initial introduction to the language‟s sound system

in the early stages of instruction”

Brown (1991) maintains that “no one would deny the importance of pronunciation

as a contributor towards learners‟ proficiency in English” and “learners are clearly aware that poor pronunciation represents a considerable barrier to their success in English”

Pronunciation is the foundation of speaking English, both written and spoken, has been accepted as the dominant means of communication for most of the world but some misunderstandings have been caused by inappropriate pronunciation (Yong, 2004) Poor pronunciation can condemn learners to less social, academic and work advancement than they deserved (Fraser, 1999, 2000) Good pronunciation may make the communication easier and more relaxed and thus more successful (Dan, 2006)

In the book of Pronunciation Skills, Paul Tench (1981) defines that “Pronunciation

is not an optional extra for the language learner, any more than grammar, vocabulary or any other aspect of language is” The concept of “pronunciation” may be said to conduce the sounds of the language or phonology; stress and rhythm; intonation; combination of sound; linkage of sounds” (Penny Ur,1996)

1.3 Mispronunciation

“English language learning may mispronounce a word because some of the sounds

do not exist in their first language and they have not learned to say them in English, or because the letters they are trying to pronounce map to different sounds in their native

language."(Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to

English Language Learners: Insights from Linguistics Guilford Press, 2010)

In Cambridge dictionary, “mispronunciation” is defines as “a wrong sound used when saying a word, or the habit of pronouncing words or sounds the wrong way”

1.4 Some common pronunciation problems

Munro and Derwing (1999) observed that even heavily accented speech is sometimes intelligible and that prosodic errors (i.e., errors in stress, intonation, and rhythm) appear to affect intelligibility more than do phonetic errors (i.e., errors in single sounds)

Difficulties in pronunciation seem to be a problem for many learners of a foreign language Pronunciation includes features such as ending sounds, stress, rhythm and intonation

1.4.1 Ending sounds problems

The term “ending sounds” refers to the consonant sounds as the word ending with one or more consonants sounds (consonant clusters) “Ending sounds” in English pronunciation can be defined as those consonant sounds appearing at the end of word called “coda”

According to Barbara A.H and Brain B (1997), “The coda us the final consonant or consonant clusters” Language learners often omit the ending sounds and sometimes pronounce them incorrectly Ending sounds problems is one of the popular mistakes when learners study English But in the thesis, the author do not mentioned it detail

1.4.2 Stress problems

Languages have been classified as either stress timed or syllable timed In timed languages (e.g., British and American English, German, Dutch, Thai), “stressed syllables fall at regular intervals throughout an utterance”

The two forms of stress (which is what some writers refer to as accent) are word stress, which covers stressing at word level, and is independent of intonation; and sentence stress, which covers groups of words and is affected by intonation (Roach,2009)

The stress pattern of a word is a very important identifying feature of the word We store words under stress patterns and we find it difficult to interpret an utterance in which

a word is pronounced with the wrong stress pattern we begin to “look up” possible words under this wrong stress pattern (Brown, 1990)

Word stress is the term used where some syllables in a word are more prominent than others (Hammond, 1999) In English this is achieved by various means – not all of them necessary at once – such as making them louder, longer, on a higher pitch, or by changing quality of a vowel (Roach,2009) There are two levels of stress in longer words –

primary and secondary, with the primary stress usually identified by a change of pitch (Cauldwell, 2003)

English stress is multi-syllabic language, whereas Vietnamese is basically monosyllabic language Furthermore, in English, there must be a stressed syllable, which is different from Vietnamese So, Vietnamese students often have problems with stress when they learn English

1.4.3 Rhythm and Intonation problems

As we know, spoken English words with two or more syllables have different stress and length patterns Some syllables are stressed more than others and some syllables are pronounced longer than others

The same is true of phrases and sentences Different words in a sentence have stronger stress and are pronounced longer and other words are weaker and shorter This pattern of strong and weak stress and short and long pronunciation gives English its rhythm

It is important for non-native speakers to understand and master the rhythm of English If the wrong words are stressed in a sentence or if all words are pronounced with the same length or loudness, the speech will be difficult to understand In English rhythm

is an approximately regular repetition of stressed syllables, and thus is somewhat analogous to the beat of music

In English, intonation contour is used to indicate whether a given phrase should be interpreted as separated from or connected to a subsequent phrase (Pierrehumbert& Hirschberg, 1990).“Intonation is the melody of speech In studying intonation we study how the pitch of the voice rises and falls, and how speakers use this pitch variation to convey linguistic and pragmatic meaning It also involves the study of the rhythm of speech, and (in English, at any rate) the study of how the interplay of accented, stressed, and unstressed syllables functions as a framework onto which the intonation patterns are attached.” Wells (2006)

Intonation is “fundamental to spoken communication‟ (Brazil, 1994) Native speakers are often more tolerant to segmental errors than errors of intonation, because they

do not expect them Yet intonation can change the meaning of an utterance completely: so, for example, transforming a statement into a question, or conveying contrasting attitudes and emotions

1.4 Influences of mispronunciation in learning speaking skill

Correct and clear pronunciation are considerably important in language learning Without them, learners may not be understood and may be poorly perceived by other English speakers (Kriedler,1989) It means that mispronunciation is very important in learning speaking because it can make listeners misunderstand about speaker‟ ideas

In other field, Kriedler (1989) states that “‟Correct and clear pronunciation are considerably important in language learning Without them, learners may not be understood and may be poorly perceived by other English speaker”

According to Tran Hien Lan (2009), if a person mispronounces a sound, a stress, a word or wrongly use the rhythm or intonation, it will be easy for him to cause misunderstanding, even no understanding for listeners Even when there are some differences between the pronunciation of two people of the same language, this also cause difficulties in recognizing and understanding each other So, this leads him to failure in communication In order to be successful in communication, language learners need to have good pronunciation in general and good foreign pronunciation It is the same in speaking skill, it is very hard to understand someone‟s need if they mispronounce so good pronunciation is one of the factors decides the success or failure of one‟s oral communication

Pronunciation is a very important factor in the speech process (spoken language) when the speaker achieves the goal to communicate effectively by being understood The speech process is a process that involves several stages, beginning with the speaker‟s ideas and ending with the understanding of those ideas by the listener (Dauer, 1993)

In fact, like vocabulary or grammar, then pronunciation is very important in any language Correct pronunciation will help learners develop their speaking skill If someone

is good at pronunciation, he will speak fluently

CHAPTER 2: THE STUDY 2.1 The introduction

With the main purpose of training students with high level, pronunciation is very important in learning speaking skill However, it is quite clear that students studying in Hung Yen are quite different from students studying in big cities such as Hanoi Frankly, they have more difficulties in learning English than students in big cities in term of ability and condition For most students studying at UTEHY, to be honest, they have not more chance to meet foreigners Resources of reference books at the college are also limited This chapter has mentioned the theoretical matters related to the thesis In this chapter, the information such as participants, data collection instruments, data collection procedures will be clearly presented It is a vital preparation for the next part "Results and discussion"

2.2 Research question

For the main purpose of the study, as mentioned in Part A, the major research

questions are:

1 What is the frequency of pronunciation problems in learning speaking skill?

2 What pronunciation problems do the first year English major students at UTEHY make when they study speaking skill?

3 What are the influences of mispronunciation on learning speaking skill of the first year English students at UTEHY?

4 What should be done to minimize these mistakes and help to improve pronunciation in speaking skill of the first year English major students at UTEHY?

2.3 Participants of the study

2.3.1 The teachers

In order for leaners to develop their speaking skill, all aspects of language must be involved A teacher like a “bridge” who gives corrected orientations for their students from the first year at university

At present, there are 37 teachers of English Language including 2 Chinese teachers

at UTEHY Their age from 26 to 47, all teachers got M.A degrees With the specialist knowledge and enthusiasm, they are spreading motivation and teaching methods for students Feedbacks from 6 teachers who are teaching speaking skills for my survey questionnaires are precious information to complete my data analysis

2.3.2 The students

This study was carried out with forty-eight students of the first year English major who come from campus 2 at Hung Yen University of Technology and Education There are forty-seven female and one male All of them were willing to participate in questionnaire responses Like students of other Colleges and University, the students of the English major, UTEHY may come from all parts of the country but almost all of them come from countryside That is, most of the students have learnt English for 10 years at secondary and high schools In reality, not all students have the ability to speak English well They often get some troubles about English, specially is pronunciation problems

2.3.3 The textbook

The textbook for the first year English major students is “Speaking-Term 2”, this book provides various topics for the students to help them have basic information about vocabularies, English grammars, sentences structures and presentation skills through group discussions or presentations Each lessons consists activities or appendices that students need to learn There are totally 13 lessons presented in the textbook:

Lesson 1: Phone conversations

Lesson 2: Education

Lesson 3: Travel and tourism, part I

Lesson 4: Travel and tourism, part II

Lesson 5: Cooking and dining out

Lesson 6: Health and injures

Lesson 7: Crime and punishment

Lesson 8: Climate and weather

Lesson 9: Environment concern

Lesson 10: Helping the poor

Lesson 11: Geography and natural wonders

Lesson 12: Future dreams

Lesson 13: Giving directions

2.4 Questionnaires

For the topic of influences of mispronunciation, questions were designed and distributed to teachers and students In order to avoid misunderstanding, they were written specifically and effectively for each the aims of the research The main subjects of two

main questionnaires are collected both the factual and the attitudinal data relating to this research

The number of questionnaires was shared for 48 students of K12 and 6 teachers of EFL-UTEHY

2.4.1 The teacher’s survey questionnaires

Survey questionnaires for the teachers consist of 11 questions in order to find out:

 The frequency of pronunciation problems in teaching and learning speaking skill

 The pronunciation problems that the first year English major students at UTEHY make when they learning speaking skill

 The influences of mispronunciation on learning speaking skill

2.4.2 The students’ survey questionnaires

Survey questionnaires for the students consist of 12 questions in order to find out:

 The frequency of pronunciation problems in teaching and learning speaking skill

 The pronunciation problems that the first year English major students at UTEHY make when they learning speaking skill

 The influences of mispronunciation on learning speaking skill

 Some solutions to improve pronunciation problems in speaking skill

2.5 Class observation

2.5.1 Objectives

Apart from the survey questionnaires for the teacher and the students, class observation was employed to clarify and test the validity of information about the current situation of pronunciation problem in teaching and learning speaking skill The methods structured observation was chosen in this research since just the class activities related to pronunciation teaching and learning was observed The observation was carried out in K12

of Department of Foreign Langue

2.5.2 The criteria for observation

With an attempt to check the questionnaires results in real life, the class observation was carried out basing on the following criteria:

1 Pronunciation problems in speaking lesson

2 How problems are corrected

3 The students‟ attitudes, reaction toward learning pronunciation

2.6 Interview

To increase the reality of the study, interview was done for students They felt quite comfortable when giving their opinion all of the interview question Some of students answered interview questions in Vietnamese There are three students took part in interview

CHAPTER 3: RESULTS AND FINDINGS

In this chapter, all collected data from questionnaire survey, observation and interview will analyzed and discussed to provide the answers to research questions To get the relative correction data, the students and teachers have an important role in the whole process

3.1 The questionnaires

For the topic of influences of mispronunciation, questions were designed and distributed to teachers and students In order to avoid misunderstanding, they were written specifically and effectively for each aim of the research The main subjects of two main questionnaires are collected both the factual and the attitudinal data relating to this research

The number of questionnaires was shared for 48 students of K12 at Campus 2 and

6 teachers of EFL-UTEHY There are 10 questions for teachers and 12 questions for students

3.1.1 Teachers and students’ evaluation of the importance of pronunciation in speaking skill

Question 1: In your opinion, pronunciation in speaking skill is:

Figure 1: The teachers’ and students’ opinion about the importance of pronunciation

in speaking skill

Data from the chart indicates the teachers‟ and students‟ opinion about the importance of pronunciation in speaking skill As can be seen that 4 teachers (67%) and 28 students (58%) raise their great awareness of the importance of pronunciation That means they agree that pronunciation is very important There are 33 % teachers (2 people) and

42% students (20 people) chosen that pronunciation is important while 0% from both teachers and students chosen that it is not important and not very important This thing proves that the majority of students attach much importance of pronunciation to speaking skill Thus, the students‟ good attitudes toward English speaking classes will be beneficial

to the learning process

Question 2: How do you find pronunciation in teaching and learning speaking skill?

Question 3 What do you think the students‟ ability of pronunciation?

Figure 2: The teachers’ appreciation about the student’ ability of pronunciation

As can be seen from the pie chart, it shows the teachers‟ appreciation about the students‟ ability of pronunciation Half of the teachers (50%) said that the students‟ ability pronunciation is normal There are 33 % teachers thought that it is good Only 17% said pronunciation of students is bad and 0% is the result of option “very good” Through the

process of teaching, teachers can accurately assess students' learning ability

3.1.2 The frequency of pronunciation problems in teaching and learning speaking skill

Research question 1: What is the frequency of pronunciation problems learning speaking skill?

Question 4: Do the students often have any pronunciation problems in speaking lessons?

Figure 3: The teachers and students’ opinion on the frequency of students have pronunciation problems in speaking lessons

The chart illustrates the teachers and students‟ opinion on the frequency of students have pronunciation problems in speaking lessons 17% of the teachers and 11% students said that students always have pronunciation problems in speaking lessons As the result, the same percentage from the teachers (50%) and the students (52%) reveal that students usually have pronunciation problems Likewise, when I compared responses of the teachers and students, I have the same answers, some of the teachers (33%) and students (37%) said that sometimes students have pronunciation in speaking lessons

Question 5: How often are students errors corrected in speaking lessons?

Figure 4: The frequency of errors corrected in speaking lessons

The diagram describes the responses of teachers and students to the frequency of errors corrected in speaking lessons First of all, it can be seen that 17% of the teachers always give feedback to students Half of the teachers (50%) showed that they usually give comment for their students Besides, 33% of them shared that sometimes they help students correct their errors

Also, in teams of students‟ responses, 18% of the students said that they always receive feedback about their mistakes, most of students (62%) said that their mistakes are usually corrected in speaking lessons, and 18% of them sometime corrected for their errors

Question 6: Do you often ask your students to pronounce the new words?

Figure 5: The frequency of requiry students to pronounce new words

As illustrated by the chart, 67% of the teachers showed that they usually ask their student to pronounce new words 16 % of them said that when find the new words they always ask the students to pronounce it to check their knowledge and ability About 17%

are sometimes ask their students It also reveals that the teachers know the importance of pronunciation, so they often check their students about it

3.1.3 The pronunciation problems that the first year English major students at UTEHY make when they learning speaking skill

Research question 2: What pronunciation problems do the first year English major students

at UTEHY make when they learning speaking skill?

Question 6: Who often correct your pronunciation problems?

Figure 6: Who usually corrects pronunciation problems in speaking lessons

As the figure illustrates, 48% students (23 students) said that teacher is who

usually correct pronunciation problems in speaking lessons As the result, the teacher have

an important role in speaking lessons, they can give orientation for students‟ errors Moreover, there are 14 students (29%) revealed that they correct pronunciation problems

by themselves and 11 other students (23%) said that their classmates often correct it for them

Question 7: Which pronunciation problems are often corrected?